Introduction to Inclusive Education : Modules 1-5
September 2008, ©2009
Appropriate for teacher preparation and professional development special education courses, this truly modular system is aimed at increasing the skills base of students and professionals by engaging them in an interactive environment. Using WileyPLUS as the primary format, learners will have access to dynamic multimedia content specifically created to accompany the text. Each module consists of text, interactive exercises, video clips of real classroom settings, as well as skill-testing questions and evaluative tasks. Designed for maximum flexibility, these modules are available on-line, and, if desired, with an accompanying text. The material is offered in this environment for both instructors and learners in order to meet the range of needs in the modern classroom.
Inclusive Education: An International Priority
The Canadian Context
Defining Student and Teacher Responsibilities
Concepts of Disability
Categorical, Non-categorical, and Cross-categorical Approaches
Service Delivery Alternatives
Special Education Classes
Resource Room or Withdrawal Models
Conventions of Language
Definitions of Disability
MODULE 2: Getting Ready to Teach
Section 1: Professional Self-Rating Checklists
Self-Rating Checklists 2-1 and 2-2: The Organization and Management of Instructional Time
Section 2: Classroom and Time Management Techniques that
Classroom Management Routines
Time Management Techniques
Section 3: Planning and Presenting Lessons
Planning the Lesson
Instructional Tools for Meeting Diverse Learner Needs
Introducing the Lesson
Presenting the Lesson
Student Interaction—Practice and Application
Completing the Lesson
MODULE 3: Creating Access to Learning
Universal Design and Universal Access
Why Use Universal Access?
Accommodations—What Are They?
Instructional Adaptations: Accommodations vs. Modifications
Accommodations for Assessment
Distinguishing an Accommodation from a Modification: The "It's not fair" Complaint
Adaptations at the Level of the Total Class
Adaptive Questioning: Techniques to Involve all Students
Grouping Students for Instruction
Cooperative or Collaborative Learning
Adaptations that Encourage Independence of Learners
Drawing upon the Resources of Other Adults to Maximize Teaching Time
Technology as a Resource for Universal Design and Access
Adaptations at the Level of Individual Students
Teacher Talk in Effective Instructional Environments
Strategy Instruction and Modelling Thinking Skills
MODULE 4: Assessment for Learning
Addressing Additional Needs
Assessment as a Process
Differences in Meanings of the Term "Assessment"
Assessment as Teamwork: Collaborating with Colleagues and
the School Team
Roles of Resource Teachers, Classroom Teachers, and the School Team
Special Education Delivery Models
Service Delivery Models in Secondary Schools
How to Conduct Assessment for Learning
Case Studies: Using Assessment for Learning
Applying Assessment for Learning: Further Case Studies
MODULE 5: Programs and IEPs for Students with Additional Learning Needs
What is an IEP?
Who Needs an IEP?
Components of an IEP
The Provincial Mandate of IEPs
Developing and Implementing the IEP
AL Step 6: What You Need to Do: Planning and Instruction
AL Step 7: Did What You Chose to Do Work? Evaluating Success
Case Studies: IEPs for Students with Special Needs
Planning for Transition
Collaboration: Working Together to Deliver Appropriate Programs
Steps in Collaboration
Tools and Resources for IEPs
- The teacher based approach of the content adheres to the overall inclusive model in Canadian provinces with a focus on teaching strategies in the inclusive classroom.
- Using WileyPLUS as the primary content delivery system, this truly modular and interactive text provides instructors with the flexibility to choose pertinent content areas for their course and arrange the content in any desired sequence to complement their teaching plan. WileyPLUS can also help the instructor monitor and grade students’ work and keep track of their progress.
- Learners will be encouraged to reflect on inclusive education through the use of interactive exercises, quizzes, video sequences, and case studies, and readings that accompany each module.
- The focus of the content is directed at identifying specific skills teachers can incorporate into their teaching repertoire that do not expand their time commitment and that will benefit all of their students.