Inclusion in the Classroom

Inclusion in the Classroom 

The goal of this course is to prepare educators for a diverse and inclusive classroom that sets up children with and without disabilities for success. The difference between inclusion, exclusion, segregation, and integration will be explained. This course will also cover why inclusion is optimal through in-classroom examples of inclusion for a varied range of students with and without disabilities.

$19.95

Hours: 1.75
REL-IDD-0-SPED3

Certificates

Certificates provided by accrediting body (0 Match)

Course Details

Course Code: REL-IDD-0-SPED3
Hours: 1.75
Type: Online Course
Content Expiration Date: 3/31/2023
Learning Objectives:
Design staff and student schedules that will facilitate inclusive education.
Create lesson and unit plans that are tailored for all students.
Differentiate grading techniques for students with disabilities in the inclusive classroom.
Explain how positive behavior support can be used to promote inclusive education.
Identify ways to promote social inclusion for students with disabilities in their school.
Describe ways to promote inclusive practices school or community wide.

Outline:
Section 1: Introduction
A. About This Course
B. Learning Objectives
Section 2: What is Inclusive Education?
A. A Brief History of Special Education
B. Roles of Special and General Educator
C. Inclusion, Exclusion, Segregation, and Integration
D. What Does Inclusion Look Like?
E. Indicators of a Successful Inclusive Education Program
F. What Does the Research Say about Inclusive Education?
G. Barriers to Inclusion
H. Promoting Inclusive Practices
I. Review
J. Summary
Section 3: Support for Inclusive Education
A. Paraprofessional, Para-educator, Classroom Aide
B. Determining Roles
C. Building Relationships with Paraprofessionals
D. Communication with Paraprofessionals
E. Schedules for Teachers
F. Schedules for Paraprofessionals
G. Review
H. Summary
Section 4: Implementing Inclusive Education
A. IEP Development
B. Differentiated Instruction
C. Inclusive Lesson Planning
D. Universal Design for Learning
E. Data Collection and Progress Monitoring
F. Accommodations, Modifications, and Other Access Strategies
G. Grading in the Inclusive Classroom
H. Assistive Technology
I. Related Services
J. Collaborating with General Education Teachers
K. Co-Teaching
L. Review
M. Summary
Section 5: Positive Behavior Support for Inclusive Education
A. What is Positive Behavior Support?
B. Building Relationships with Students
C. All Behavior Communicates Something: Mrs. Smith’s Fieldtrip
D. FBAs and BIPs
E. Reinforcement
F. Token Economy
G. Break Cards
H. Self-Monitoring
I. What about Social and Emotional Learning?
J. Review
K. Summary
Section 6: Conclusion
A. Summary
B. Course Contributors
C. Resources
D. References
E. Congratulations!
F. Exam

Instructor: Tim Villegas, BA
Tim Villegas is a veteran classroom teacher with over a decade of experience in special education. After studying Psychology in college, he worked as a behavioral therapist for children with autism. He later finished his teaching credential specializing in working with students with the most significant cognitive disabilities. He currently works as a special education teacher who serves students on the autism spectrum in the small group and co-teaching setting. His ultimate goal for the students in his classroom is that they learn, live, and play in an inclusive community. He has high expectations for his students and more often than not they will rise to the occasion. He is also is the founder and head curator at the inclusive education web resource, Think Inclusive. Find him on Twitter: @think_inclusive and on Facebook: facebook.com/ThinkInclusive. Disclosure: Tim Villegas, BA has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Instructor: Rhonda Davin, Ph.D., BCBA-D
Dr. Rhonda Davin is a Board Certified Behavior Analyst with over 25 years of experience in the fields of developmental disabilities and autism. She has served the field as a teacher, college professor, consultant and expert witness. She started Behavior Consulting Services which provided direct behavior analytic services to children with autism and their families. She has supervised and mentored several behavior analysts and service providers currently practicing in the field today. Dr. Davin has also provided technical assistance for large scale organizational change efforts in the area of Positive Behavior Supports. Disclosure: Rhonda Davin, Ph.D., BCBA-D has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
Relias has a grievance policy in place to facilitate reports of dissatisfaction. Relias will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias.
If you require special accommodations to complete this module, please contact Relias Support by completing the web form (https://www.relias.com/help) or by using the chat functionality.
All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
Reference herein to any specific commercial product, process, or service by trade name, trademark, service mark, manufacturer or otherwise does not constitute or imply any endorsement, recommendation, or favoring of, or affiliation with, Relias, LLC.
All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Accommodations
If you require special accommodations to complete this module, please contact Relias Customer Support here.