WGU D635 Inclusive Classrooms

Practices for inclusive classrooms

IDEA

Individuals with Disabilities Education Act (1990); originally Education for All Handicapped Children Act EAHCA (1975)

6 fundamental principles of IDEA

1. FAPE

2. Appropriate Evaluation

3. IEP

4. LRE

5. Parent and Student Participation

6. Procedural Safeguards

FAPE

Free and Appropriate Public Education

Individualized Education Program

outlines specific goals and services tailored to the individual needs of the student

Least Restrictive Environment

students with disabilities should be educated alongside their non-disabled peers to the greatest extent possible

IDEA Eligibility Categories (13)

Autism
Multiple disabilities

Deaf-blindness
Deafness
Emotional disturbance
Hearing impairment
Intellectual Disability
Orthopedic impairment
Other health impairment
Specific learning disability
Speech or language impairments
Traumatic brain injury

Visual Impairment

9 parts of IEP

Present performance & disability impact
Annual goals
Special education & related services
Participation with non-disabled children, if any
Participation in state and district assessments
Transition plan
Progress monitoring
Duration of services
Accommodations and modifications

General Teachers Responsibilities (5)

Develop lesson plans that facilitate leaning and engagement
Monitor the progress of all students regularly
Communicate effectively with students and families
Collaborate with the special ed teacher
Work with special education teacher

Roles of Special Education Teacher (11)

Establish High expectations for students
Demonstrate professionalism
Encourage the active involvement of students in community
Collaborate with colleagues
Cultivate partnership with families
Implement evidence-based practices
Ensure the physical and emotional well-being
Avoid any actions that harm individuals
Advocate for resources
Contribute to professional development
Share and disseminate professional knowledge

Council for Exceptional Children's standards for professional practice

Standards teachers must adhere to in order to support all students effectively

Accommodations

Extended time
Visual aids
Flexible seating
Peer assistance and note taking
Other supports

Modifications

Simplified assignments
Altered grading criteria
Alternative assignment
Curriculum simplification

Implementing 504 plans (6)

Familiarize yourself
Collaborate
Accommodate consistently
Monitor and adjust
Inclusive environment
Advocate

Title III

Federal legislation focused on EL

English Learners (EL)

Individuals who are learning English as a second language

Limited English proficiency

Students with language barriers

Immigrant children and youth

Individuals aged 3-21 not born in the US

Purpose of Title III

Help ELs attain English proficiency
Assist ELs to meet academic challenges
Enhance educators capacity to serve
Help educators increase ELs readiness
Promote parental and community engagement
Support community and family participation programs and services

LIEP Language. Instruction Educational Program Process

Track EL students English
Identify and evaluate EL students
Exit students when they are proficient
Monitor exited students to avoid premature exits

Classroom Strategies for Supporting ELs

Visual supports
Simplified language
Scaffolding
Interactive activities
Language modeling
Peer collaboration
Bilingual resources
Differentiated instruction
Frequent checks for understanding
Family engagement

Home Language Survey

Help determine students needing language support services upon enrollment

Disability Components

Impairment
Participation Restrictions
Activity Limitations

Krashen Theory of second language acquisition (5)

Acquisition Learning
Monitor
Input
Affective Filter
Natural Order

6 Stages of Second Language Acquisition

1. Pre-production
2. Early production
3. Speech emergent
4. Beginning fluency
5. Intermediate fluency
6. Advanced fluency

Culturally Responsive Teaching

Shifts away from a deficit mindset
Recognizes and addresses implicit biases
Promotes cultural competence
Helps students feel valued and empowered

UDL (Universal Design for Learning)

Universal Design for Learning: an educational framework for designing flexible learning environments and curricula that provide all students equitable access to learning opportunities

Neurodivergence (7)

Dyscalculia
Dyslexia
Dyspraxia
ADHD
Autism Spectrum Disorder
Tourette's Syndrome
Gifted and Twice Exceptional Students

Speech disorder

inability to produce sounds effectively for speaking

language disorder

impairment in comprehension and/or use of spoken, written, and/or other symbol systems

aphasia

impairment of language due to brain injury

Auditory Processing Disorder

affects the processing of speech sounds in the auditory center in the brain

speech-language pathologist

a specialist who is trained to detect and correct speech problems

LIEPs Language Instruction Educational Programs

models of instruction for English learners that align with goals of Title III

Sheltered English Instruction

an instructional approach used to make academic instruction in English understandable to ELL students focus on Math and Science

Structured English Immersion

EL students learn in all subjects; aiming for quick fluency

Transitional bilingualism

Use both primary and English language

English as a Second Language (ESL)

Teaching English language skills

Dual language program

Learn in both English and another language

Neurodivergent (5)

Difficultly with social Interaction
Difficultly with sensory processing
Intense interest in a particular topic
Repetitive behaviors or routines
Difficultly organizing thoughts

Gifted

High IQ
Excels academically across all subjects
High levels of creativity
No significant learning challenges
May have social or emotional challenges

Procedural Safeguards

Ensures students' and families' rights are protected, guaranteeing fair processes in educational matters.

IDEA Eligibility Criteria

• Disability fits IDEA’s categories (e.g., intellectual, physical, emotional, or learning disabilities)

• Disability affects educational performance

• Student needs special education and related services

differentiated instruction

adjusting teaching methods to meet individual student needs

Why do special education teachers use evidence, instructional data, research, and professional knowledge to enhance learning outcomes for students with exceptionalities?

To personalize instruction and interventions

Section 504

civil rights law that mandates reasonable accommodations for equal access to opportunities, including education

Difference between 504 and IEP

Section 504 has a broader definition of disability compared to the 13 categories outlined in IDEA

Students under Section 504 may not require specialized instruction but need accommodations to ensure equal educational opportunities.