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.
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
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
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
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. Smithï¿½s Fieldtrip
D. FBAs and BIPs
F. Token Economy
G. Break Cards
I. What about Social and Emotional Learning?
Section 6: Conclusion
B. Course Contributors
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.
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