In mixed ability classrooms
the transfer and application of principles is
the greatest challenge for teachers. Many students
with special needs and cultural differences are
expected to function in the general education
environment and take state assessments designed
to measure students’ performance, i.e.,
their ability to transfer information and apply
it. In “M2ECCA: A Framework for Inclusion
in the Context of Standards-Based Reform” (Council
for Exceptional Children, May/June
2005), the authors Voltz, Sims, Nelson & Rivens,
pose a series of questions to assist teachers
in implementing the components of inclusive instruction.
The following questions will help guide teachers
in creating a standards-based classroom:
METHODOLOGY: Student strengths/interests/experiential
base
How can teachers use these
strengths, interests, experiences to facilitate
instruction?
Cognitive style
How can the concepts be
best presented to the students?
How can educators control
the level of difficulty?
What kinds of guidance and
support will the student need?
Instructional format and
arrangement
What is best suited to the
needs of the student and the goals of the lesson?
Compensatory strategies – What
is useful to circumvent the area of disability?
MATERIALS: Format and variety
Do the materials connect
the strengths, needs, interests and experiences
of the student?
Is cultural plurality evident
in the materials used?
Has the teacher considered
multiple learning modalities?
What adaptations may the
student need?
Supplemental materials
What technological aids
may facilitate the students’ mastery
of the concept or skill?
Are compensatory material
needed?
ENVIRONMENT: Classroom environment
What can be done to create
a nurturing classroom environment for all students?
How do we value individual
differences?
What proactive strategies
do we employ to minimize behavior problems?
Physical arrangement
What seating arrangement
can maximize chances for success?
What arrangement of equipment
and materials can maximize student success?
Rules and routines
What classroom rules and
routines will maximize student success?
What augmentation is necessary
for a particular student?
What specific behavior-management
plans need to be developed?
Knowledge of appropriate
behaviors
Is the student aware of
appropriate behaviors and responses?
What specific behaviors
do the students need to learn?
Do the students need self-monitoring
skills?
CONTENT: Student ability and prior knowledge
What do the students already
know?
What can the students already
do?
Where are the students relative
to where the teacher is trying to go?
Critical concepts and
big ideas
What are the most critical
concepts the students need to learn?
Strategies for learning
how to learn
Do the students know and
use effective strategies and skills?
Tools and process skills
Do the students have requisite
literacy and math skills?
COLLABORATION:
Exchanging student information
How can general and special
educators exchange information about students
that they share?
Collaborative problem
solving
How can general and special
educators collaboratively problem solve about
students that they share?
When can this problem solving
take place?
Collaborative teaching
How can general and special
educators work together in delivering instruction?
What model of co-teaching
should they use?
What structures and resources
need to be in place for the model to be a success?
ASSESSMENT: For guiding instruction
Have the educators used
informal assessments to collect information
about the students to support success?
For student evaluation
Are the nature of assignments
and assessment strategies varied?
Are assignments and assessments
appropriate to the students’ learning
profile?
Do the students need accommodations
or modifications? How will the teachers deal
with grading issues?
For accountability – standardized
assessments
Do the students need any
accommodations?
Are the modifications approved
by the IEP team?
Does the IEP document these
modifications?
Are the accommodations routinely
used in teaching the students?
Teachers need to examine their
role, responsibilities and contributions to the
success of students with special needs and cultural
differences. I hope these questions have brought
into focus areas that need to be addressed if
we are to prepare for successfully implementing
instruction in the inclusive environment.
If you have a question or
suggestion, don’t hesitate to e-mail
me.
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