Spedcast

Inclusion has been around for quite a few years, but the reality of making it work can be challenging. Consider a leveled system where the student(s) requires different support based on the amount of help needed. (McNary, Glascow, & Hicks, 2005)

            Level 1: Support (as Needed)

* IEP

* Para/Sped assistance as needed

* Teacher makes accomodations

* Team selects objectives for passing class

* Grade level state assessment

INTERVENTIONS: (as needed)

* Modified assignments, Student mentors, Notes provided

* Alternative modes of representation of knowledge( oral presentation, computer generated writing,  multiple choice)

* Positive behavior supports

* Student tracks own data

* Agenda

* Model of end product

* Written/verbal directions

* Break long assignments into parts, sequence steps, and monitor

* Highlight key points

* Permit test retakesWhat Successful Teachers Do in the Inclusive Classroom (McNary, Glascow and Hicks)

Other  Resources:

iPad apps and other recommended tools:  Notibility, Dragon Dictation, Comiclife, Edmoto

 

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The holidays are upon us! Black Friday and Cyber Monday shopping are creating a great deal of excitement and energy around us. Shopping stress is usually heightened with the inevitable large crowds, hectic traffic, and noisy checkout lines. For parents with special needs children this can be an especially challenging time. In light of these challenges, I am launching my first SPED-CAST with shopping survival Tips for parents.

http://traffic.libsyn.com/remarkablechatter/SC_1_Christmas_List.mp3

1. Be Proactive! Carve out a plan in ADVANCE for preventing meltdowns. Being proactive is always better than reacting to a situation in the heat of the moment.

2. Make a game plan. Create a list of items you plan to purchase, map out where you plan to get them, and set a time limit for how long you will be at each location.

3. Be smart with timing. Research when stores are the busiest, and do not shop during those times. Early morning or late evening for example may be quieter and less hectic.

4. Don’t forget about medicines and diet concerns. Many times students need to have a specific medicine during specific time frame. Setting a reminder alarm might help with this. Plan ahead with special snacks if they are on a specific diet.

5. Design a “survival bag”.  Fill it with favorite items that are calming or comforting to your child. Special snacks and drinks might be helpful as well.

6. Positive affirmation is a must. Don’t forget to tell your child when they are doing a good job.

7. Location Location Location Be strategic about where you shop. Try to navigate locations that are kid friendly. Some stores have play areas, others have quiet sitting areas,  some stores sell snack and drinks, and my personal favorite is a comfortable place to sit down.

8. Consider alternate shopping methods. Shopping online can be done any time day or night. This is an unbelievable resource for ANY parent.

9. Take a supportive friend or family member. This can be a GIANT help when checking out or making an important shopping  decision. Don’t be afraid to ask for help.

10. Have fun! Remember ’tis the season to be jolly! Look for ways to make shopping truly enjoyable for you and your child.

Online links:

http://cincykidsapprove.com/reviews/index.php/Cincinnati/stores/

http://www.playgroundtalk.com/category/stores/kid-friendly-stores/

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Fair is not necessarily equal; fair is giving each student what they need for success.

I remember working with a teacher that struggled with making accommodations for students in her classroom. She just didn’t think it was “fair” for some students not to have to complete all of the assignment or to have modified assignments. I tried to help her understand by personalizing a little.

If all the teachers in the school were required to run the mile in 5  1/2 minutes in order to receive their paycheck, a very small percentage of teachers would actually achieve that goal. Some might meet the challenge if they worked at it hard enough, but some teachers would never be able to run the mile in that time frame. Is that fair? No, but if I said, “you must all complete the mile but you can walk, ride your bike, roller skate or have someone carry you”, everyone would successfully complete the event. The light bulb came on and it paved the way for the students in her class that needed to travel the path in a different way.

This brings us to Level 3 Inclusion strategies for Intense Support:

* IEP

* Not likely at grade level

* Strong para-professional support (Para makes modifications and communicates regularly with reg ed and sped teachers)

* Para-professional keeps data on individual learning objectives

* Grade scale is related to those objectives

* Student qualifies the KAMM state assessment

* Regular ed. teacher makes sure accommodations are provided for the student.

Strategies:

* Modified homework and assessments

* Alternative modes of  student representation of knowledge are needed (oral presentation, computer generated writing, multiple choice answers etc)

* Regular communication with the paraprofessional is essential and slow removal of supports is the goal

* Provide incentives for beginning and completing assignments

* Use graphic organizers to help represent information for a child

* Encourage students to track own data

* Use positive behavior supports

* Provide a model of the end product

* Provide written and verbal directions WITH visuals when possible

* Break long assignments into small sequential steps

* Highlight materials to alert key points

Resources:

Paulakluth.com

From Tutor Scripts to Talking Sticks – 100  Ways to Differentiate Instruction in K-12 Inclusive Classrooms

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