Module 10: Inclusive Learning Environment Application Interactive Agenda (word doc)
Module 10: Inclusive Learning Environment Application Slides (link)
Module 10: Inclusive Learning Environment Application Slides (ppt)
Module 1: Inclusionary Practices Chapter 2 Introduction Interactive Agenda (pdf)
Module 1: Inclusionary Practices Handbook Chapter 2 Introduction Interactive Agenda (word doc)
Module 1: Inclusionary Practices Handbook Chapter 2 Introduction Slides (link)
Module 1: Inclusionary Practices Handbook Chapter 2 Introduction Slides (ppt)
Module 2: Universal Design for Environments Interactive Agenda (pdf)
Module 2: Universal Design for Environments Interactive Agenda (word doc)
Module 2: Universal Design for Environments Slides (link)
Module 2: Universal Design for Environments Slides (ppt)
Module 3: Learning Environments as Ecosystems Interactive Agenda (pdf)
Module 3: Learning Environments as Ecosystems Slides (link)
Module 3: Learning Environments as Ecosystems Slides (ppt)
Module 3: Learning Systems as Ecosystems Interactive Agenda (word doc)
Module 4: Learner Centered Environments Interactive Agenda (pdf)
Module 4: Learner Centered Environments Interactive Agenda (word doc)
Module 4: Learner Centered Environments Slides (link)
Module 4: Learner Centered Environments Slides (ppt)
Module 5: Social-Emotional Learning and MTSS Behavior Supports Slides(ppt)
Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support Interactive Agenda (pdf)
Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support Interactive Agenda (word doc)
Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support Slides (link)
Module 6: Standards and Assessment Alignment Interactive Agenda (pdf)
Module 6: Standards and Assessment Alignment Interactive Agenda (word doc)
Module 6: Standards and Assessment Alignment Slides (link)
Module 6: Standards and Assessment Alignment Slides (ppt)
Module 7: Adaptations: Accommodations and Modifications Interactive Agenda (pdf)
Module 7: Adaptations: Accommodations and Modifications Interactive Agenda (word doc)
Module 7: Adaptations: Accommodations and Modifications Slides (link)
Module 7 Adaptations: Accommodations and Modifications Slides (ppt)
Module 8: Technology Enhanced Environments Interactive Agenda (pdf)
Module 8: Technology Enhanced Environments Interactive Agenda (word doc)
Module 8: Technology Enhanced Environments Slides (link)
Module 8: Technology Enhanced Environments Slides (ppt)
Module 9: Online Learning Environments Interactive Agenda (pdf)
Module 9: Online Learning Environments Interactive Agenda (word doc)
Module 9: Online Learning Environments Slides (link)
Module 9: Online Learning Environments Slides (ppt)
Chapter 2: Inclusionary Practices Handbook Synchronous Modules
Overview
This is a ten-module synchronous training for teachers created using the Washinton State Office of Superintendent of Public Instruction’s Inclusionary Practices Handbook, Section One, Chapter Two; Inclusive Learning Environments. These modules offer participants opportunities to engage and collaborate around practices making their classrooms more inclusive for all students.
Module 1: Inclusionary Practices Handbook Chapter 2 Introduction
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 1: Chapter 2 Introduction.
Module 1: Inclusionary Practices Handbook Chapter 2 Introduction | |||||||
Description of Module In this chapter, participants will review critical attributes of an inclusive general education setting and practices that facilitate participation and belonging for students with disabilities. In addition, participants will review the legal obligations for educating students with disabilities in public schools, the barriers they face, and consider ways to shift the system to ensure students have access to their least restrictive environment and education. Module Objectives
Module Steps Inclusionary Practices Handbook Link
Estimated completion time: 30 minutes.
Federal Mandates since 1975 and IDEA
Consider (and discuss, if possible) the following statements and how they connect to your educational environment:
Estimated completion time: 10 minutes.
Estimated completion time: 10 minutes.
Estimated completion time: 10 minutes.
Estimated completion time: 20 minutes. *All page numbers refer to actual numbers listed on the document. These do not match the pdf page numbers. Other Resources
References Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None |
Module 2: Universal Design for Environments
This is the Interactive Agenda for the Inclusionary Practice Handbook "Chapter 2" Module 2: Universal Design for Environments.
Module 2: Universal Design for Environments | |
Description of Module In this module, participants will learn about how incorporating Universal Design in the classroom can increase the fidelity of inclusive practices by giving all learners greater opportunity to access instruction. Participants will learn about the seven principles of universal design, how it looks in the community, and what it can look like in the classroom. This module will also allow participants to explore the differences between Traditional Instruction and Universal Design for Learning (UDL), and reflect on their own experiences with both. Furthermore, participants will think about how principles of UDL are and can be used in the school environment. Module Objectives Participants will:
Module Steps
Other Resources
References UDL on Campus. (2015, October 6). Accessibility and UDL. YouTube. Retrieved June 14, 2022, from https://www.youtube.com/watch?v=-i9aGm0TBu0 Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None |
Module 3: Learning Environments as Ecosystems
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 3: Learning Environments as Ecosystems.
Module 3: Learning Environments as Ecosystems | |
Description of Module In this module, participants will learn how students with disabilities have historically not been included in general education. It will explore how these separate settings have resulted in social, cultural, and academic exclusion. Participants will learn how community centered learning can further support inclusivity and reflect on their own practices. In addition, this module looks at the barriers students with disabilities encounter and how to remove those barriers. Module Objectives Participants will:
Module Steps
Other Resources
References Five Moore Minutes. (2021, March 1). The Role of Place. YouTube. Retrieved June 14, 2022, from https://www.youtube.com/watch?v=VZeWXeadqmw Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None |
Module 4: Learner Centered Environments
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 4: Learner Centered Environments.
Module 4: Learner Centered Environments | |
Description of Module In this module, participants will learn about creating learner centered environments and how they can further support inclusive learning by reflecting on their own practices. Participants will learn about the four key elements: learner variability, flexibility, student profiles, and transitions. When these four key elements are implemented successfully within the general education classroom, you can create an inclusive environment for all learners. We will explore each of these elements and how they can support students with and without disabilities. In addition, this module will explore the barriers students with disabilities face and how to support the removal of those barriers. Module Objectives Participants will:
Module Steps
*All page numbers refer to actual numbers listed on the document. These do not match the pdf page numbers. Other Resources
References Moore, S. (2021, October 7). Removing the barriers: Planning for all! YouTube. Retrieved June 17, 2022, from https://www.youtube.com/watch?v=MzL8yMBKM7k Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None |
Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support.
Module 5: Social-Emotional Learning and Multi-Tiered Systems of Support | |
Description of Module For this module, participants will develop an understanding of how self-awareness, self-management, social awareness, relationship skills, and responsible decision-making contribute to a positive learning environment that fosters positive emotions. Participants will also examine how the Multi-Tiered Systems of Supports (MTSS) model benefits and supports all students inside a classroom and throughout the school. Module Objectives Participants will:
Module Steps Inclusionary Practices Handbook Link
Other Resources
References Committee for Children. (2016, August 1). Social-emotional learning: What is SEL and why Sel Matters. YouTube. Retrieved June 17, 2022, from https://www.youtube.com/watch?v=ikehX9o1JbI Thurlow, M. L., Ghere, G., Lazarus, S. S., & Liu, K. K. (2020, January). MTSS for all: Including students with the most significant cognitive disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes/TIES Center. Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Washington Office of Superintendent of Public Instruction. (2020). SEL standards and benchmarks one-pager - k12.wa.us. Social Emotional Learning (SEL). Retrieved June 23, 2022, from https://www.k12.wa.us/sites/default/files/public/studentsupport/sel/pubdocs/SELStandardsandBenchmarksOnePager.pdf Assignment/Assessment Based on your learning from this module, please answer the following questions for reflection:
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Module 6: Standards and Assessment Alignment
This is an Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 6: Standards and Assessment Alignment.
Module 6: Standards and Assessment Alignment | |
Description of Module This module addresses the essential link between learning and assessment. You must have equitable access to ensure students with disabilities are part of what is taught and assessed in the general education setting. Assessments must be closely aligned with the General Education curriculum that is standards-based and designed with UDL principles. Module Objectives Participants will:
Module Steps
Other Resources
References CAST (2020). UDL Tips for Assessment. Wakefield, MA: Author. Retrieved from https://www.cast.org/products-services/resources/2020/udl-tips-assessments Common Core State Standards Initiative. (2010). English language arts standards. English Language Arts Standards. Retrieved June 20, 2022, from http://www.corestandards.org/ELA-Literacy/ Common Core State Standards Initiative. (2010). Mathematics standards. Mathematics Standards. Retrieved June 20, 2022, from http://www.corestandards.org/Math/ John Cline. (2012, November 17). Creating learning objectives. YouTube. Retrieved June 20, 2022, from https://www.youtube.com/watch?v=_woMKwBxhwU NextGenScience. (2020, April). Next generation science standards. Next Generation Science Standards for States, By States. Retrieved June 20, 2022, from https://www.nextgenscience.org/ Washington Office of Superintendent of Public Instruction. (2020). Resources by Subject Area. Student Success. Retrieved June 20, 2022, from https://www.k12.wa.us/student-success/resources-subject-area Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment Answer the following questions using a sample unit of learning:
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Module 7: Adaptations: Accommodations and Modifications
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 7: Adaptations: Accommodations and Modifications.
Module 7: Adaptations: Accommodations and Modifications | |
Description of Module In this module, the learner will understand the importance of accommodations and modifications within the inclusion model by identifying the differences and recognizing how to utilize them through practice and case study within the classroom. Module Objectives Participants will:
Module Steps Inclusionary Practices Handbook Link Learner Variability
Definition Accommodation
Chat Alert: In the chat, list other accommodations that you know, use on a regular basis, or would like to use. Definition Modification
Inclusion
Chat Alert: In the chat, list other accommodations that can be utilized for this assignment. Next, In the chat, list other modifications that can be utilized for this assignment. Accommodations and Modifications in the IEP
Video: Understanding the difference between accommodations and modifications. https://www.youtube.com/watch?v=4HNas4hfD3w
Break Out Room In your Break Out Room, read each support and determine if they are an accommodation or a modification.
Go To Visual Support Kit https://www.communicationaactualized.com/uploads/9/9/8/5/9985658/go-to_visual_kit.pdf Video: Understanding Universal Design for Learning https://www.youtube.com/watch?v=gmGgplQkrVw Classroom Observations
Case Study for Billy Break Out Room: In the breakout room, answer the following question in the areas of Social, Self-regulation, Cognitive, and Physical abilities about Billy that is listed in the case study:
Wrap Up Chat Alert: What are questions that you still have around accommodations and modifications? Think of a student: What is one adaptation that you thought about/ or was introduced to during this course that you can use with that student tomorrow, next unit, or next test. Other Resources
References Derry, D. (2016, November 5). Accommodations vs modifications. YouTube. Retrieved June 10, 2022, from https://youtu.be/4HNas4hfD3w Jones-Wohleber, T. (n.d.). Go-to visual support kit - communication actualized. Communication AACtualized. Retrieved June 11, 2022, from https://www.communicationaactualized.com/uploads/9/9/8/5/9985658/go-to_visual_kit.pdf Teachings in UDL. (2019, December 18). Universal Design for Learning: UDL. YouTube. Retrieved June 10, 2022, from https://youtu.be/gmGgplQkrVw Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment
Estimated completion time: 10 minutes. |
Module 8: Technology Enhanced Environments
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 8: Technology Enhanced Environments.
Module 8: Technology Enhanced Learning Environments | |
Description of Module In this module, participants will learn about technology enhanced environments, focusing on digital and assistive technology tools to support all students in the general education setting. Participants will learn about universal technology tools; accommodations and modifications with technology; and assistive technology, including augmentative and alternative communication (AAC). Module Objectives Participants will:
Module Steps Technology Enhanced Classroom (TEC) A classroom that uses technology to:
BREAK OUT ROOM (6 minutes) How does technology enhance your classroom instruction? Chat Alert: How does technology enhance your classroom instruction? Student and Educator Benefits Table TECs improve communication access: Technology enhanced classrooms are well positioned for streamlining communication with students and families, and online learning options. Considerations for choosing technology When determining technology tools for instruction and student engagement, it is important to consider learner variability and accessibility. Universal Tools Chat Alert: How could this tool help everyone? Technology is an essential feature of Universal Design for Learning (UDL). Examples of Universal Tech Tools Break Out Room (6 minutes) Choose one question to discuss:
Accommodations and Modifications Accommodations change how the student is taught but not the learning objective. Modifications change what is taught, and the learning objective is different from the grade level expectation Grading with Modifications When the modifications fundamentally change the standards being taught, then [student] can be graded according to completion of alternative assignments, demonstration of modified standards, and/or demonstration of mastery of key concepts. Modified grading will need to be noted on the comment codes for the report card. Accommodations with Technology Video: Bringing support TO the students. Just let them eat cake! Shelley Moore https://youtu.be/9WuygB4j55U Chat Alert: How would you describe your school’s support services, cupcakes or layered cake? AT integration activity examples:
Break Out Room (6 minutes) Choose 1 question to discuss:
Assistive Technology AT can be low-tech, such as a cane, specialized pen grips, or printed picture communication system. More advanced AT can include a hearing aid, or wheelchair. High-tech assistive technology can include computers, tablets, switches, and software for reading, writing, math, and communication. Augmentative and Alternative Communication (AAC) AAC means all of the ways that someone communicates besides talking. AT in General Education Setting allows students to:
Chat Alert: Who could you talk to if you think one of your students could benefit from assistive technology? What I Need (WIN) Time (5 Minutes) Review Module 8 Resources and consider your personal action plan. Other Resources
References Adapted from Jung, L. A., & Guskey, T. R. (2007). Standards-based grading and reporting: A model for special education. Teaching Exceptional Children, 40(2), 48–53. Copyright 2007 by the Council for Exceptional Children American Speech-Language-Hearing Association. (2022). Augmentative and alternative communication (AAC). Augmentative and Alternative Communication (AAC). Retrieved May 8, 2022, from https://www.asha.org/public/speech/disorders/aac/ Jessica Urbanovsky. (2020, March 1). Brainpop westward expansion. YouTube. Retrieved May 9, 2022, from https://www.youtube.com/watch?v=5MhkB8mecsw Moore, S. (2020, February 20). Bringing support to the students just let them eat cake! Retrieved May 9, 2022, from https://www.youtube.com/watch?v=9WuygB4j55U The Off Duty Teacher. (n.d.). Properties of matter digital activities (google slides, PowerPoint). Teachers Pay Teachers. Retrieved May 8, 2022, from https://www.teacherspayteachers.com/Product/Properties-of-Matter-Digi tal-Activities-Google-Slides-PowerPoint-5870142 Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment None |
Module 9: Online Learning Environments
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 9: Online Learning Environments
Module 9: Online Learning Environments | |
Description of Module In this module, participants will recognize the benefits of online learning environments for all learners. Participants will also identify the barriers of online learning environments to student engagement and be able to discuss ways to ensure equity and inclusion in the online learning environment. Module Objectives Participants will:
Module Steps Mood Meter Chat Alert:
Chat Alert: What words or general thoughts come to mind when you think of online learning? A New Paradigm of Teaching and Learning
Benefits of Online Learning Dangers of Traditional School Learning Variability and the Jagged Learning Profile Chat Alert: How can you reimagine the online learning environment to meet the “jaggedness” of ALL your learners? Video: The Myth of Average by Todd Rose https://youtu.be/PTpQYDTgq7E Break Out Room (17 minutes) After watching on the TED Talk video by Todd Rose, in your Breakout Room reflect on the following questions:
What I Need Time (5 Minutes)
Learner Variability and Universal Design for Learning (UDL) Video: https://youtu.be/v8IHA6gaWCY Chat Alert: Share in the chat one(1) key takeaway from the video. Read the information on Table 2-6 of the IP Handbook page 70. https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Chat Alert: What possible barriers to online learning hinder effective student participation and engagement? Equitable Access and Engagement Online Learning Barriers Barrier #1: Poor Time Management Barrier #2: Lack of Motivation Barrier #3: Administrative Issues Barrier #4: Technical Issues Family Role in Online Learning Environment Chat Alert: 1. How do you involve the parents of your students in online learning? 2. How do you provide support to families of students with significant cognitive and/or behavioral needs in an online learning environment? Equity and Inclusion in the Online Learning Environment
Break Out Room (15 minutes) Jigsaw Activity Discuss: https://www.celt.iastate.edu/teaching/creating-an-inclusive-classroom/inclusion-online/ Chat Alert: What do you need to: START or STOP or CONTINUE in ensuring equity and inclusion in an online learning environment? Other Resources
References Barriers to online learning (and how to overcome them!). The Hub. (2019, August 22). Retrieved June 10, 2022, from https://news.athabascau.ca/learners/barriers-to-online-learning-and-how-to-overcome-them/ CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http: //udlguidelines.cast.org Gibbons, D. (2022, April 30). Tech tools and tips for teaching coding to students with learning disabilities. Master's in Data Science. Retrieved June 21, 2022, from https://www.mastersindatascience.org/resources/how-to-teach-coding-to-students-with-learning-disabilities/ Horras, A. (2017, January 9). Edited: The myth of average. YouTube. Retrieved June 10, 2022, from https://youtu.be/PTpQYDTgq7E Hough, L. (n.d.). Beyond average. Harvard Graduate School of Education. Retrieved June 10, 2022, from https://www.gse.harvard.edu/news/ed/15/08/beyond-average Iowa State University. (2022, May 9). Equity and inclusion in the Online Learning Environment. Center for Excellence in Learning and Teaching. Retrieved June 10, 2022, from https://www.celt.iastate.edu/teaching/creating-an-inclusive-classroom/inclusion-online/ Reale, L. (2017, December 10). Learner Variability & UDL. YouTube. Retrieved June 10, 2022, from https://youtu.be/v8IHA6gaWCY Stem, J. (n.d.). Intro to online teaching and learning v.05 - west los angeles college. West LA College. Retrieved June 11, 2022, from https://www.wlac.edu/online/documents/otl.pdf Vernon, J. (2012, November 1). Sage on the stage or guide on the side? where is e-learning taking us? somewhere or nowhere new? Mind Bursts. Retrieved May 9, 2022, from https://mindbursts.com/2011/08/02/sage-on-the-stage-or-guide-on-the-side-where-is-e-learning-taking-us-somewhere-or-nowhere-new/ Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment
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Module 10: Inclusive Learning Environment Application
This is the Interactive Agenda for the Inclusionary Practices Handbook "Chapter 2" Module 10: Inclusive Learning Environment Application.
Module 10: Inclusive Learning Environment Application | |
Description of Module This module summarizes the content of Chapter 2 on inclusive learning environments, which highlights the general education setting as the primary setting for all students, including students with disabilities, to receive curriculum and instruction. Additional considerations are discussed for ensuring meaningful participation and a sense of belonging for students with disabilities in the general education setting. Module Objectives Participants will:
Module Steps
*All page numbers refer to actual numbers listed on the document. These do not match the pdf page numbers. Other Resources
References Washington Office of Superintendent of Public Instruction. (2021, March). Inclusionary practices handbook draft - k12.wa.us. OSPI - Special Education - IPP Handbook. Retrieved June 14, 2022, from https://www.k12.wa.us/sites/default/files/public/specialed/inclusion/Inclusionary-Practices-Handbook-DRAFT.pdf Assignment/Assessment If a Team Operational Goal is not yet developed, see pgs 34-35* of the Inclusionary Practices Handbook to do this now! |