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Accessing
General Education
Research
and evaluation data demonstrate that students with disabilities who are
included in general education classrooms make better gains than those in
pull-out or otherwise segregated programs. In addition, students who are
included and have access to the general education curriculum show a strong
trend toward improved student outcomes (academic, behavior, and social)
for both special education and general
education students. This strand will focus on specific strategies that
ensure that students with significant disabilities access the general
education curriculum in meaningful ways.
Thursday,
November 10, 2005
9:45 am - 10:45 am
Inclusion Through the Front Door-Academic Content Standards
Begging for inclusion based on premises of rights and social justice
approaches classroom inclusion from a "back door" entry.
This presentation, through lecture, discussion, and practice,
provides participants with a "front door" process facilitating
inclusion - achievement of academic content standards.
Speakers: Anne Denham, Michael Burdge, Mary Calie
2:00 pm - 4:15 pm
Attorneys and Inclusion Consultants: Achieving Inclusion without Going
to
Hearing
School
personnel are often unaware of the
requirements of LRE and inclusion, as well as what inclusion is, and what
it looks like. At times this results in the school's refusal to place a
student in an inclusive setting. This session presented by two attorneys
and an inclusion consultant will share specific strategies as to how this
team achieved inclusion for students labeled as having significant special
needs.
Speakers: Cynthia Levine, Janine A. Solomon
4:30 pm - 5:30 pm
Accessing Curriculum through Dance and Creative Movement
Ever wonder how to help students who can read words, but not
comprehend? How about those
who understand, but have difficulty expressing their ideas?
Creative movement and dance offer exciting new ways to teach and
assess students in general education settings.
Speakers: Stacey Skoning
Friday, November 11,
2005
8:30 am - 9:30 am
Teachers' Beliefs About Student Under-Achievement: "There Are No
Winners Here"
This presentation will share the results of my ethnographic study on
"How teacher beliefs about underachievement contribute to poor student performance in school."
In order to examine what teachers believe about underachievement, I
spent one year of qualitative field study, interviewing and observing a
sixth grade teaching team (both regular and special education teachers) in
a Midwest urban middle school setting that has been cited by government
officials as a School in Need of Assistance (SINA) according to the No
Child Left Behind Legislation.
Speakers: Sue L. Pettit
9:45 am - 12:00 pm
Supporting Students who Severely Challenge our Schools
Students
with severe disabilities often provide the greatest challenge to school
communities struggling to meet the needs of all students in inclusive
settings. Focusing on literacy and meaningful participation, this session
will present and discuss strategies and adaptations used to support
students.
Speakers: Ben Adams, Ann Marie Ciskowski, Polly Fernhout, Karen Hoffman
Saturday, November 12, 2005 – Poster Sessions
The Graphic Organizer and its Applications to
Students with Cognitive Disabilities
The graphic organizer is an effective learning strategy to promote student
access to the general curriculum. Through
a literature review of the effectiveness of the graphic organizer for
students with and without disabilities, potential applications of the
strategy for students with cognitive disabilities will be provided.
Speakers: Youngsum Lee
Transitioning between elementary, intermediate
and high school for children with autism spectrum disorders
Students transitioning between schools face numerous challenges. These
transitions have a more significant impact on students with autism because
of the characteristics associated with this disability. This session will
highlight best practices on facilitating successful transitions for
students with autism.
Speakers: Laroye Lynn Stansberry-Brusnahan, Emily Levine
All means All: Standards-driven Learning for
Students with Significant Support Needs
This
session describes a process for combining general education standards and
benchmarks, student capabilities, family perspectives, and professional
judgment in the development of IEP goals and access to the general
education curriculum for students with significant support needs. Session
participants will receive the flowchart documenting the process and sample
worksheets to use in their work.
Speakers: Margaret Moore, Karen McCaleb, Pat Hotchkiss-Stahl
Universal Design and No Child Left Behind:
Values, Research, and Common Sense
This
session will demonstrate how Universal Design principles not only support,
but complement the NCLB Act. Participants will learn how to apply these
principles to classroom and school communities, enhancing the learning of
all students. Informational materials will be provided.
Speakers: Karen McCaleb, Margaret Moore
Teaching Algebra to High School Students with
Moderate Cognitive Disabilities
This
study assessed the effects of systematic instruction on the acquisition of
algebraic equations of three high school students with moderate cognitive
disabilities. Students used an algebraic equation to complete a functional
task and access the general curriculum.
Speakers: Bree Jimenez
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