Lopes.37 appt
Transcript of Lopes.37 appt
How to Support Students with Disabilities in the General Education Classroom.
David M. LopesCohort 36May 2014
Start with the IEP
Each student with disabilities has his or her own set of skills, strengths, and learning needs, which are documented in the IEP. So, it’s a good idea to find out more about the students strengths and interests.
Parents are a great source of this information.
So is the student.
Have Less of this in the Classroom
Whole-class, teacher-directed instruction.
Student passivity: sitting, listening, receiving and absorbing information.
Student time spent reading textbooks
Tracking or leveling students into ability groups.
Pull-out special programs.
Rote memorization of facts and details.
Have More of this is the Classroom
Experimental, inductive, hands-on learning.
Choice for students; e.g., picking their own books, writing topics, team partners, research projects.
Attention to affective needs and the varying cognitive styles of individual students.
Cooperative, collaborative activity; developing the classroom as an interdependent community.
Varied and cooperative roles for teachers, parents, and administrators.
References
Escowitz, S. (2008). Multiple Disabilities in Your Classroom. National Dissemination Center for Children with Disabilities.
Land, S. (2004). Effective Teaching Practices for Students in Inclusive Classrooms. William & Mary School of Education.
Roberts, M. (2001). Off-Task Behavior in the Classroom: Applying FBA and CBM. NASP Toolkit: Practical Resources at Your Fingertips.
References
Escowitz, S. (2008). Multiple Disabilities in Your Classroom. National Dissemination Center for Children with Disabilities.
Land, S. (2004). Effective Teaching Practices for Students in Inclusive Classrooms. William & Mary School of Education.
Roberts, M. (2001). Off-Task Behavior in the Classroom: Applying FBA and CBM. NASP Toolkit: Practical Resources at Your Fingertips.