41. Teaching For Inclusion: Diversity In The College Classroom Teaching and Learning. Reproduce with permission only. Chapter 13 students with special Physical or Medical needs. Every semester, more http://ctl.unc.edu/tfi13.html

Written and designed by the staff of the Center for Teaching and Learning. Reproduce with permission only. Chapter 13: Students with Special Physical or Medical Needs Every semester, more than three hundred students enrolled at UNC-Chapel Hill have some kind of documented disability, whether a physical disability, a learning disability, or a chronic medical condition. These disabilities may be temporary (such as trauma sustained during an accident) or permanent. Students with disabilities are expected to fulfill the same requirements as all other students admitted to UNC. However, depending on the nature of their disability, students with disabilities may need to modify how they fulfill those requirements. Students with either physical or learning disabilities have facilities on campus designed to aid them in their education at UNC. If you have students with disabilities in your classroom you may have some contact with these services and can take advantage of the assistance they offer: Department of Disability Services (DDS) Serves students with physical disabilities or medical needs Student Affairs Division (basement of Steele Building) 6?4041

42. Strategies For Inclusion, Teaching Tips Of The Week, Teaching Today, Glencoe Onl Strategies for inclusion. For many teachers, implementing strategies to accommodate special needs students in a regular educational setting is an intense http://www.glencoe.com/sec/teachingtoday/weeklytips.phtml/20

Teaching Today publishes innovative teaching tips on a weekly basis. Written with the busy teacher in mind, each tip is concise, practical and easy to implement in the classroom right away. Topics covered in Teaching Today are classroom management, career development, high stakes testing, instruction and planning, parental involvement, reading in the content areas, using technology in the classroom, and portfolio development. Teaching Today also offers free weekly downloads that correspond to the tips. Our free downloads make implementing the teaching tips even easier. Teaching Today provides educational resources for teachers looking for everyday solutions to the challenges of the classroom. Printer-friendly page E-Mail This Article This Week's Topic Strategies for Inclusion For many teachers, implementing strategies to accommodate special needs students in a regular educational setting is an intense challenge. This week, we offer straightforward tips to help educate special needs students whose least restrictive environment is the regular education classroom. This Week's Tips Concise Directions Foster Inclusion (Monday) Make directions specific and brief.

43. Colorado State Continuing Education | DCE 7577 - Inclusion: Working With Special Online Learning Noncredit. DCE 7577 - inclusion Working with special needs students in Mainstream Classrooms 1.5 CEUs / Summer 2004. http://www.learn.colostate.edu/courses/course.asp?course=DCE 7577

44. The Special Education Network Inclusion Webpage D. inclusion of special Education students special Educators http Best of inclusion Pg.11 THE SALAMANCA NETWORK for ACTION on special needs EDUCATION Adopted by http://www.specialednet.com/inclusion.htm

Inclusion Circle of Inclusion Outreach Training Project - addresses the challenges and issues of inclusive program development for children with severe, multiple disabilities. Consortium on Inclusive Schooling Practices - collaborative effort to build the capacity of state and local education agencies to service children with and without disabilities. Inclusive Education - includes basic guidelines for teaching in an inclusive classroom. IntSep Research Program - University of Fribourg - explores inclusion versus separation. Special Education Inclusion - includes definitions and bibliography. Utah's Project for Inclusion - Promoting quality inclusive education for all students. p> Sheridan, Internet Inclusion in Special Education Hotli Internet Education Topics Hotlink Page Marcia Sheridan, Ph. D. Inclusion of Special Education Students Special Educators http://sun1.iusb.edu/~msherida/topics/include.html Similar Pages More pages from sun1.iusb.edu sun1.iusb.edu Special Education [Special Education icon] Inclusion Resource Network The Inclusion Resource Network (IRN) was initiated in 1994 to provid http://www.bctf.bc.ca/education/SpecialEd/

45. NEA: Inclusion In Your Classroom? The more we know about special needs students, the more skills we have to teach them, adds Sharon O’Donnell. If inclusion is here to stay, let’s look at http://www.nea.org/tomorrowsteachers/2001/inclusionclassrm.html

For and About Members Help for Parents Press Center Legislative Action Center ... NEA On the Issues s Archives s 2001 Main Page Campus Connections: Teacher Quality s Will You Be Prepared To Teach? s Should Schools Require A Fifth Year of Training? s Teacher Quality Resource List s Ask The Expert Classroom Connections: Inclusion s Inclusion In Your Classroom? s Has The Push For Inclusion Gone Too Far? s Inclusion Resource List s Ask The Expert Job Trail Connections: Substitute Teaching s To Substitute, Or Not To Substitute? s Should All Substitute Teachers Be Certified? s Substitute Teaching Resource List s Ask The Expert Classroom Connections: Inclusion Inclusion in Your Classroom? "I was in a classroom, observing and teaching with a first-year teacher," recalls O’Donnell. "In that class was a boy who seemed to require more attention than the others. Though it was challenging, I was able to engage this little boy one day while the teacher was out of the room. "When the teacher returned," says O’Donnell, "she pulled me aside and said, ‘Oh, don’t try to do too much with him. It won’t work. He’s a crack baby and can’t learn that much.’

46. SERI Inclusion Resources needs New Horizons is a virtual warehouse of information on the requirements necessary for the successful inclusion of special needs students into the http://seriweb.com/inclu.htm

SERI I nclusion R esources The inclusion network - This site goes beyond the schoolhouse and aims for ways to engage "people with disabilities in all our daily activitiesat school, at work, at home, and in the community." The site features an Inclusion Marketplace, helping those with disabilities obtain jobs, as well as Inclusion Consulting Services that employers can use to help set up their workplace to accommodate those with disabilities. Enabling Education Network - The University of Manchester in England provides a worldwide perspective on inclusion. The site aims to disseminate information on inclusionary practices and to support and promote the inclusion of marginalized groups in education. Here, find information on educating the deaf in Afghanistan, national policies of inclusion in England, and helping to educate disabled refugees in Nepal. New Horizons: Inclusion of Students with Special Needs New Horizons is a virtual warehouse of information on the requirements necessary for the successful inclusion of special needs students into the standard classroom environment. Inclusion... Or Yours, Mine, Ours

47. NSLC - NSLC Library disabled special needs or special education . Institute on Community Integration.Yes I Can a Social inclusion Curriculum for students with and without http://www.servicelearning.org/article/archive/333/

NSLC Library Bibliographies Disabilities and Special Needs Students and Service-Learning: Selected Resources Disabilities and Special Needs Students and Service-Learning: Selected Resources Source: National Service-Learning Clearinghouse, March 2004. http://www.servicelearning.org National Service-Learning Clearinghouse. Special Education/Disabilities Links . Scotts Valley, CA: NSLC, n.d. Articles and Resources Available Online Constitutional Rights Foundation. “ Service Learning and Special Education Service Learning Network 9 no. 2 (2002). http://www.crf-usa.org/network/net9_2.htm Corporation for National and Community Service. Learn and Serve America Program Directory Learn and Serve America. http://www.servicelearning.org/article/archive/45/ For a selection of examples of service-learning programs involving special needs students, you can search the directory for keywords such as "disabilities" "disabled" "special needs" or "special education". Institute on Community Integration. Yes I Can: a Social Inclusion Curriculum for Students with and without Disabilities . Minneapolis: Author, 2001.

48. INCLUSION: Terri Spitzig Would you do anything in your classroom to facilitate friendships between the students with special needs and the other students in the classroom? http://www.quasar.ualberta.ca/ddc/incl/spitzig.htm

Level: Elementary Topics: Classroom management; Friendship; Peer tutors; Lesson plan; Learning strategies; SEP; Goals Terri Spitzig Grade 2 Teacher Monsignor Haller Kitchner, Ontario What type of classroom management strategies do you use when you have students with special needs in your class? I find that when you have a student with special needs in your class, you have to be willing to overlook some types of behaviours. For instance, I had a student who was unable to sit during class time, so he would do a lot of wandering. When I deal with children who have outbursts, I've found that I often have to give them a warning, and remind them that if they do not settle down, they will be asked to leave the room. Would you do anything in your classroom to facilitate friendships between the students with special needs and the other students in the classroom? Yes, in one of my Grade 4 classes I would buddy up the student with special needs with another student for 5 to 7 minutes during the Language Arts period. The students would work with the student with special needs, so that the paraprofessional had time to circulate around the room to help other students who were having difficulty. This really helped to build a rapport between the students with special needs and the peer helper. When you're doing a program like this in your class, however, you have to make sure that you don't just call on the top students to help the students with special needs. Rather, the whole class should be asked to help. As well, you have to give concessions to the student who is helping, because they will obviously not be able to accomplish the same amount of work as the rest of the class.

49. INCLUSION: Gary Eustace How do you recommend that a school go about obtaining any special resources it may need to facilitate the inclusion of students with special needs? http://www.quasar.ualberta.ca/ddc/incl/eustace.htm

Level: Secondary Topics: Behaviour management; Frustration; Extracurricular activities; Peer hostility; Teacher attitude; Resource teachers; Political action Gary Eustace Resource Teacher Bishop Marrocco, Thomas Merton Catholic Secondary Toronto, Ontario What are your strategies for dealing with students who may become frustrated? Well, there are two ways. The first is the preventative method, which involves clarifying the instruction for the student, or breaking the task down into more manageable chunks. This way the student can clearly see what the expectations are, and that way they donât become frustrated by the tasks themselves. On the other hand, there are those students who, for a variety of reasons, have a difficult time controlling their frustration or anger, and so crisis prevention intervention comes into effect. One of the things that I would do is ask the student to leave the room. That way they are not in front of their peers because they may become embarrassed and/or it may heighten their frustration. I would also talk to the student in a low, calm voice. Itâs also important not to stand too close to the student because you might agitate them by invading their space. You should also be aware of any cultural differences you may be dealing with, particularly in our area, which is very ethnically diverse. For instance, in some cultures it is considered offensive to look an adult in the eye. Once I have the student outside the classroom and theyâve calmed down, I try to build on the rapport that Iâve established with them. I would start asking them questions in order to get the student focused. Iâd ask things such as:

50. Cincl Educators and policy makers have begun to advocate for inclusion of children with special However, simply including students with special needs in regular http://www.ifsi.org/cincl.htm

Inclusion and The Project CHILD Link Problem Educators and policy makers have begun to advocate for inclusion of children with special needs, rather than pull-out programs, especially since research has shown that pull-out programs are not always effective (Osborne, 1992). However, simply including students with special needs in regular classrooms will not produce positive results due to the unique characteristics of these children. Project CHILD Solution Project CHILD is designed to accommodate children requiring extra support in the CHILD classrooms and offers strategies for successful inclusion. The Project CHILD Special Needs Inclusion Guide was written by experienced CHILD special education teachers who piloted a very successful inclusion model at their school in Perry, Florida. The Guide offers modified yet enriching station activities, station Task Cards, behavior management strategies, and a wealth of information and techniques for working with the students. The Project CHILD model provides a perfect fit for including students with special needs along with their more able peers. Here are some examples: Structured classroom environment. Students with special needs work best in a structured setting where the expectations and limits are clearly defined. At the same time, they learn best when actively involved. The CHILD learning station structure and Passport/Task Card management system provides the repetition of procedures so important for these students.

51. Product Information - Inclusion 3 Videos basic principles of inclusion, showing how teachers, administrators, and parents work together for successful integration of students with special needs into http://shop.ascd.org/ProductDisplay.cfm?ProductID=495044

52. Full Inclusion Of Special Needs Students a topic from k12.ed.math full inclusion of special needs students. post a message on this topic post a message on a new topic 14 http://mathforum.org/epigone/k12.ed.math/whehprorpro

a topic from k12.ed.math full inclusion of special needs students post a message on this topic post a message on a new topic 14 Oct 1996 full inclusion of special needs students , by Xabier Zapata 10 Dec 1996 Full Inclusion of Special Needs Students , by bruce ciskie The Math Forum

53. TASC: Integrating Children With Special Needs working towards the complete inclusion of children in general, children with special needs experience challenges in more often than regular education students http://www.tascorp.org/toolbox/promising_practices/specialneeds

TASC Resource Manual After School Funding Sources Promising Practices Resource Links ... Back to Promising Practices Integrating Children with Special Needs Enviornment/Climate, Relationships Church Avenue Merchants Block Association (CAMBA), PS 109 Contact: Fred McIntosh fmcintosh@tascorp.org Staff identified strategies to integrate special needs students into the program, including general support, scheduling, communication with parents, and engaging special education teachers to assist in identifying student and program needs. The Program P.S. 109 is located in a commercial part of East Flatbush in Brooklyn, New York. The school serves approximately 580 children in grades Pre-K through five. The building is a former industrial warehouse that was renovated into a school six years ago in order to relieve overcrowding in the district. There are no windows, no auditorium, no schoolyard and the only room in the school that can hold more than one class is the cafeteria. The students, 94% of whom live at or below the poverty level, are of American, Caribbean, South American and African descent. Many families are very recent immigrants to the United States. The Church Avenue Merchants Block Association, Inc. (CAMBA) was established in 1977 with the dual mission of 1) providing low-income people with counseling, educational programs, employment services, health services and information, legal, immigration and housing assistance, leadership training and youth programs that will enable them to become economically and socially self-sufficient and 2) stabilizing and expanding the economy of Brooklyn by working with local merchants and entrepreneurs and encouraging economic development. Among its many community initiatives, in a variety of areas, CAMBA has operated the TASC program (Kids Connect) at P.S. 109 since September, 1999.

54. ESSE 506 MCTP - Educating Students With Special Needs In The General Education C (IE 2). Discuss current research practices and issues related to integration, mainstreaming, inclusion, and accommodating special needs students. (ID 1). http://web.odu.edu/webroot/orgs/Educ/Misc/MCTP.nsf/pages/esse506mctp_syllabus

Course Homepage Instructor Syllabus Course Planner Resources MCTP TELETECHNET HOMEPAGE (Rev: 6/03) ESSE 506 MCTP Educating Students with Special Needs in the General Education Classroom Summer 2004 Instructor: Leigh Butler Location: Teletechnet COURSE NUMBER: ESSE 506 MCTP COURSE TITLE: Educating Students with Special Needs in the General Education Classroom Mission Statement of the Darden College of Education: Old Dominion University’s major purpose in its education program is to prepare individuals who have knowledge of their discipline, ability to practice state-of-the-art instruction with students of various cultural and socioeconomic backgrounds, and attitudes which reflect commitment to teaching and learning as well as lifelong professional growth and development. The Conceptual Framework, Educator As Professional,, reflects the development of professional educators who can use their pedagogical and academic abilities to educate all students. A. Course Description: This course introduces teachers to the educational needs of students with disabilities. Emphasis is placed on characteristics of students with special needs and procedures for effective academic, behavioral and social integration of these children in the general education classroom. Additionally, this course is designed to increase awareness of students with special needs, and to assist teachers/prospective teachers in enhancing their general or special education classroom instructional strategies in dealing with individual students and differentiated instruction. (Lecture 3 hours; 3 credits.)

55. T E A C H I N G - Inclusion And Special Needs Kids Week 5 inclusion and special needs Kids. learning environments, flexible group work, an interactive atmosphere, and activities that allow students to work http://teachingwiki.org/ow.asp?Inclusion_And_Special_Needs_Kids

56. Inclusion Series SECOND EDITION inclusion An Essential Guide for the Paraprofessional. Behind Act as the information is not only for students with special needs, but also http://www.peytral.com/Special/InclusionSeries.htm

Home Perennial Best Sellers Inclusion: 450 Strategies For Success A Practical Guide for All Educators Working in Inclusionary Settings Peggy A. Hammeken P-100 / $23.95 / 8 1/2" x 11" / 145 pp. s/c QTY: Add to your Cart Check your cart SECOND EDITION Inclusion: An Essential Guide for the Paraprofessional A Practical Reference Tool for Paraprofessionals Working in Inclusionary Settings Peggy A. Hammeken This practical and easy-to-use publication is developed for paraprofessionals and assistants working in today's educational environment. With over 90,000 copies of the first edition in print, this bestseller is now updated and includes 80 additional pages of new information, ideas, and strategies . many which can be put into practice immediately. This comprehensive publication may be used as a staff development tool to meet the training requirements of the No Child Left Behind Act as the information is not only for students with special needs, but also will benefit at-risk and Title I students. Some of the highlights of the 2003 edition include: Vital information related to special education, confidentiality, instructional modifications, role delineation, student expectations, classroom instruction, behavior management, scheduling, and more.

57. Elm Street School Resource Room - Inclusion Policy In regards to teaching students with special needs, the school has come full circle from complete inclusion in the classroom with no supports beyond sensitive http://www.edu.pe.ca/elmstreet/engresou.htm

Back to Resource Room Special Needs Forms ENGLISH RESOURCE BACKGROUND Elm Street Elementary School has been an educational community since 1961. It began as a grade one-to-eight school with approximately 20 classrooms. In regards to teaching students with special needs, the school has come full circle from complete inclusion in the classroom with no supports beyond sensitive, effective teaching practice to: 1)the creation of an auxiliary classroom of approximately fifteen students 2)providing a remedial reading service to students with language arts needs 3)"pull-out" resources programs (French and English) 4)in-class support combined with "pull-out" 5)no segregated classes. By the early 80's, the trend had swung towards mainstreaming and students from the segregated classes were placed in the classrooms. The segregated class was collapsed in 1973 as students moved on to other schools. Remedial reading continued until 1978 when another segregated class was created for students special needs. It remained for two years until being moved to another building. By 1981, a full-time resource teacher in English was employed. It was a small-group individual educational program with a totally ‘pull-out' concept of special needs services delivery. In 1992, another segregated class was established at Elm Street School but it was moved out of the building the following year. To supplement the English Resource program, a Language Development class had been established in 1990 in tandem with the closure of CFB Summerside for Grade one students with special needs. This continued until 1995 when it was replaced by an extra half-time resource teacher. The first Teacher Assistant came to the school in 1990. There are currently four Teacher Assistants whose students are almost totally included in the classroom and into the overall academic program. Students with special needs at Elm Street School attend specialist classes such as Physical Education, Music and Core French.

58. ASDC: ENDEAVOR Successful inclusion of students with special needs requires a paradigm shift in which diversity of students in many dimensions is not only tolerated, but also http://www.deafchildren.org/home/html/endart_ende05.html

Inclusion Strategies For Deaf Students With Special Needs Thomas W. Jones, Ph.D. Department of Education Patricia A. Ross, M.A. Kendall Demonstration Elementary School Gallaudet University Deaf students with special needs typically have been excluded from schools and programs for deaf students, or educated in separate classes and programs in those settings. Such exclusionary or segregated arrangements deprive the students of full access to the communication, linguistic, and social benefits which are the strengths of deafness-focused programs. Not only are the deaf students with special needs barred from reaching their potential in such settings, but the other deaf students are deprived of opportunities to understand the wide range of human abilities and potential. Successful inclusion of students with special needs requires a paradigm shift in which diversity of students in many dimensions is not only tolerated, but also understood and valued. Classes with included students with special needs are viewed as collections of heterogeneous individuals with no outliers, rather than as a homogeneous unit with one or two students with special needs added in. Rather than focusing on the students with special needs, successful inclusion programs focus on the unique individuality of all students. The success of classes and programs in which students with a variety of characteristics and needs are educated together requires changes in administration, faculty, and student attitudes (changes which usually result from experience); modifications of traditional school and classroom structures and procedures; and the implementation of specific teacher behaviors.

59. School & Community Inclusion / Family Village network is for parents, teachers, schools, and other professionals involved in the education of students with special needs. Update on inclusion in Education http://www.familyvillage.wisc.edu/education/inclusion.html

Family Village The Association for Persons with Severe Handicaps (TASH) This is an international association of people with disabilities, their family members, other advocates, and professionals fighting for a society in which inclusion of all people in all aspects of society is the norm. TASH is an organization of members concerned with human dignity, civil rights, education, and independence for all individuals with disabilities. Cal-Tash This is the California Chapter of The Association of People with Severe Disabilities (TASH) Center for Community Inclusion, University of Maine This center seeks to improve the quality of life for people with disabilities and those they consider their families. They are committed to the principles of community inclusion, interdependence, and the inherent abilities of each person to contribute to society. Center on Human Policy, Syracuse University This center based policy, research, and advocacy is involved in the national movement to insure the rights of people with disabilities. Since its founding, the center has been involved in the study and promotion of inclusive community opportunities for people with disabilities. Federal Resource Center (FRC) for Special Education This is a special education technical assistance project funded by the U.S.Department of Education's Office of Special Education and Rehabilitative Services, and is a part of the Regional Resource and Federal Centers Network.

60. Inclusion Institute educational philosophies and instructional strategies which will assist in the successful practice of inclusion of special needs students into regular http://maura.setonhill.edu/~grad/ish32.html

Inclusion Institute Overview Goals The goals of the Inclusion Institute are: to affect the teacher's attitudes regarding inclusion to inform classroom teachers about the laws governing special education to familiarize teachers with community resources for special needs students to improve teachers' skills in including special needs students in general education environments to provide teachers with information on the characteristics of special needs learners to provide positive role models in inclusion strategies to help teachers develop an understanding of the emotional, physical and educational needs of children with disabilities and their families to demonstrate effective positive support practices for students who exhibit challenging behaviors, including special needs students to eliminate teachers' own apprehension regarding special needs students in their classrooms Format The Inclusion Institute is available to school districts who wish to contract for professional development training. Commonly, the training sessions are given in five full days. Scheduling is at the discretion of the school district. Training sessions will be offered at a school in the contracting school district. Seton Hill College will negotiate a contracted rate with the school district. At the completion of the course of study teachers will be provided with a formal advanced certificate. Inclusion Certificate Today's classrooms are populated with students with a variety of learning styles, gifts/disabilities and socio-cultural backgrounds. Teachers and administrators need new information and strategies to keep pace with the changing population of students and the inclusionary environment. Seton Hill College has designed a sequence of graduate study to assist teachers and administrators in the task of educating these students. This certificate program is designed for professionals committed to educational practice which addresses the needs of all students in the classroom. The course sequence allows for presentation of special education theory, legal issues related to inclusion, attitude and advocacy necessary for success in inclusion, issues of diversity and pedagogical strategies for inclusionary practice.

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z

Page 3     41-60 of 96    Back | 1  | 2  | 3  | 4  | 5  | Next 20