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ED 561 Educating Exceptional Learners Workshop #1 http://xlearners.wordpres s.com Rachel Karlsen

ED 561 Educating Exceptional Learners Workshop #1 Rachel Karlsen

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Approximate Schedule 6:00-7:00 Bible verse, meet n greet, overview of evening, overview of class, syllabus, website. 7:00-8:00 discussion/reading reactions, quickwrite, Freaks, Music Within, notes, classroom website 8:00-8:20 break 8:20-8:45Jigsaw Activity (Joy in Classrooms) 8:45-9:30 Learning Disabilities video 9:30-10:00 Share “take aways,” exit papers, Group work

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Page 1: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

ED 561Educating Exceptional Learners

Workshop #1http://xlearners.wordpress.com

Rachel Karlsen

Page 2: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Learning Goals:

• Discuss/understand expectations of course

• Discuss/understand basic laws and procedures governing special education and inclusion classroom

• Discuss/understand RTI• Discuss role of general ed classroom

teacher

Page 3: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Approximate Schedule

6:00-7:00 Bible verse, meet n greet, overview of evening, overview of class, syllabus, website.

7:00-8:00 discussion/reading reactions, quickwrite, Freaks, Music Within, notes, classroom website

8:00-8:20 break8:20-8:45Jigsaw Activity (Joy in Classrooms)8:45-9:30 Learning Disabilities video9:30-10:00 Share “take aways,” exit papers, Group work

Page 4: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Focus Questions for Chapter 1• What basic laws and procedures govern special education

and inclusion?

• What are the key provisions and guidelines of IDEA?

• As a classroom teacher, what are your responsibilities for your students with special needs? What systems and resources are in place?

• What concerns do teachers, parents, and schools have about inclusion? What are some opportunities and challenges in your inclusive classroom?

Page 5: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Focus Questions for Chapter 2

• What important issues in special education are addressed by RTI?

• Describe an RTI model including the components and implementation practices.

• How do screening and progress monitoring of students facilitate RTI?

• What is the role of the teacher in an RTI model?

Page 6: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

James 3 (NIV)Taming the Tongue

•  1 Not many of you should become teachers, my fellow believers, because you know that we who teach will be judged more strictly.

• 2 We all stumble in many ways. Anyone who is never at fault in what they say is perfect, able to keep their whole body in check.

Page 7: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Overview of First Workshop• Introductions• Syllabus and Expectations• Assignments due tonight • Assignments due next week• Instruction adaptations: getting organized (expanding file, journal, common

vocabulary, quickwrite)• Foundation and history of special education• IDEA 2004 and Vocational Rehab Act• Referral Process and the IEP• Inclusion• Transition programs• Consultation, Collaboration and Co-teaching Models• Working with parents of children with special needs• Cost of Special Education vs General education• Wrap Up/meet with group

Page 8: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Introductions

• Rachel Karlsen– [email protected]– 360-901-5297

Page 9: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Please tell us…

Your name………

Your experience with students with special needs….

About your interview or research…

Page 10: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Stand up if you….

• currently work in a classroom• know someone with a physical or learning

disability• plan to teach in grades K-4• plan to teach in grades 5-8• plan to teach in grades 9-12• plan to get an endorsement in special

education

Page 11: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Stand up if you…

• have been on a motorcycle• raced motorcycles• own a hybrid car• have been out of the US• bicycled across a bridge to another state• have went on a hot air balloon• know how many faces, edges and vertices

a cone has

Page 12: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Thumbs up, thumbs sideways, thumbs down

• Comfort level of working with students with learning disabilities

• Comfort level of working with students with physical disabilities

• Comfort level of working with students with behavioral disabilities

• Feelings or expectations toward this class (learning, activities, work load)

• Anyone want to share specific concerns?

Page 13: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Syllabus and Expectations• Response to email• Attendance (one absence, be prompt)• Checklist for presentations, time limit (15-20ish minutes)

see syllabus/rubric on website• Checklist for papers, see syllabus/rubric on website • Due dates/see syllabus

– 20% grade deduction if papers/projects are turned in after class night (Tuesday, midnight)

– No late papers/projects accepted past Friday night (3 days late)

• Changes to syllabus….next slide…

Page 14: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Improvements… p 1 of 2• Page 6. Under “Freaks” Paper (Due in Workshop Two)

change to “Each student will be ready to discuss the movie Freaks, Music Within or another movie which meets the learning goals.” No paper will be written.

• Page 6. Near bottom under “Final Presentation.” Either a presentation (hand in an outline and references)

OR• An 8 – 10 page paper (tell us about it, informally)• Page 7. Remove annotated reference page• Page 8. “Due in Week 4” prepare to discuss all topics,

rather than present.

Page 15: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Improvements…p. 2 of 2• Page 9. Under “Due in Week 6” No presentation,

instead bring in two to three ideas for each.• Page 13. Under “Individual” 1. Read chapt.1, 2 and 3…• Page 14. Under “Individual” 1. Read chapters 6 and 7• Page 15. under “Individual” 1. Read chapters 8 and 9• Page 16. Under “Individual” 1. Read chapt. 10 and 11• Page 17. Under “individual” 1. Read chapt. 5 and 15• Page 18. Under “Individual” 1. Read chapt.s12, 13

and 14

Page 16: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Scoring….• Presentation: Checklist/rubric

– Time limit must be adhered to– on website (http://xlearners.wordpress.com)

• Reflections/Papers (can reflect all of the reading or only parts, your choice)

• Yellow participation “exit” sheet: fill out…score yourself each night• Purple “important moments” sheet: for you…sometimes I will ask

you to leave them in the folder• Grades: online engrade, posted by Saturday night, almost always

http://xlearners.wordpress.com

Page 17: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Scheduled Workshops

• Workshop #1: December 6• Workshop #2: December 13• Workshop #3: January 3• Workshop #4: January 10• Workshop #5: January 17• Workshop #6: January 24• Workshop #7: January 31

Page 18: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Assignment due dates/Grading criteria

• Assignment due dates, p. 10• Grading criteria:

– Participation – Reflection journal (p. 5) – Interview/research person with phys. disabilities (p 6)– Freaks movie/Music Within/your experiences-prepare to

discuss, no paper (p. 6)– Mid-term exam (p. 6)– Final paper (p. 6/7) combined with final Case Study

presentation (p. 6/7)– Debate (p. 10)– Learning team presentations (see checklist online)

Page 19: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Assignments due tonight (place in file)

• Read chapters 1, 2 and 3 from textbook• Read Balch, B.V., Memory, D.M.

Hofmeister, D.R. (2008) Teachers and the law: Application essentials, general considerations, and specific examples.

• Write a three-page reflection/reaction to readings.

• Interview a person with physical disabilities/research a person who dealt with physical disabilities (5 page paper)

Page 20: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Assignments due WorkshopTwo

• View Freaks, Music Within or another movie to meet learning goals. You will need to be ready to discuss how people with disabilities were treated before ADA/IDEA and compare employment opportunities of the 1930s with the treatment and employment opportunities for disabled people today.

• Learning team presentation– Topics (see next screen)

• IDEA and the Law• Learning Disabilities• Communication Disorders• IEPs (physical, learning and behavioral disabilities) and RTI

• Don’t include annotated references for each student, discussion• Follow guidelines of a lesson plan (goals, info, activities..class

involvement is important!, closure)

Page 21: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Sign up for presentation(p. 7 and 8)

• IDEA and the Law• Learning Disabilities• Communication Disorders• IEPs and RTI

• Questions? Ideas for shortened lesson plans? (See scoring guide, intro with learning goals, info/activity with class involvement, a wrap up assessment, annotated bibliography..useful or not?)

Page 22: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Reading Reactions?

• Choose one quote you agree with and one quote you don’t agree with.

• Share your quote and give reasons.• Others’ opinions?(Later)• Get ready for a seminar….take a clipboard,

a pencil and a yellow and blue or green sticky note. (websites/wall posters/vocab, etc.)

Page 23: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

SeminarInstruction Adaptations

getting organized (expanding file, journal, common vocabulary, quickwrite)

• Seminar (Show website http://xlearners.wordpress.com and http://jrcam.wordpress.com

• Expanding file• Journal (Entry number, date, topic, page)• Common vocabulary, definitions:

– Sympathy: a social affinity in which one person stands with another person, closely understanding his or her feelings (wikipedia)

– Empathy: the capability to share and understand another’s emotions and feelings; having an emotional response that corresponds with another person

– Students “at risk” are also students “at promise”– People first speech/thought (student with autism rather than autistic

student)– It’s what the teacher does that makes the difference in the classroom

….end seminar with next slide…

Page 24: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Successes/Challenges(end seminar)

• On yellow sticky note: write about a success you had with a student with a disability

• On a green or blue sticky note: write about something that challenges you about working with students with disabilities

• Add notes to other wall posters

Page 25: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Quickwrite quotes• Journal entry “Quickwrite”• (Read Sparky p. 192-193, Chicken Soup..)

Context: in the classroomA. Definition of fair:

Everyone gets what they need to be successful (rather than everyone gets the same thing)

– Do you agree? How would this policy impact your teaching?

“The best place in the world to succeed is where you are with what you’ve got.” Charles M. Schultz

– Do you agree? How would this idea affect the way you interact with students with special needs?

Page 26: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Higher-Order Thinking and Hands-On Learning

In a broad-based study (Wenglinsky, 2000) of National Assessment of Educational Progress (NAEP) data, researchers found that, while teacher inputs, professional development, and classroom practices all influence student achievement, the greatest role is played by classroom practices.

Page 27: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

For example…(continued from NAEP study)

• Math students whose teachers conduct hands-on learning activities outperform their peers by more than 70% of a grade level.

• Math students whose teachers emphasize higher-order thinking skills outperformed their peers by about 40% of a grade level (as compared to lower-order thinking skills-..such as memorization…drill and practice…)

Page 28: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Freaks and Music Within video

• Treatment of people with disabilities• CAUTION: Not for Kids or date night!• Freaks: controversial movie. The title is

upsetting. Uses real people with disabilities. Uses violence to show that the people without disabilities are the real freaks.

• Music Within: a more modern movie. R rated for language including some sexual

references and some drug content

Page 29: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Cast of “Freaks”

• Controversial movie because the actors/actresses were real people with real disabilities

Page 30: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Then: “Freaks” (1932) directed by Tod Browning

• The cast of “Freaks”

Page 32: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Then and Now: Little People, Big WorldReality Show Oregonian, downloaded 3/30/10

Page 33: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Music Within

• http://www.imdb.com/video/screenplay/vi2598437145/

Page 34: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

“Boy, dog may open doors…”Oregonian, March 12, 2011

• Educators can’t ignore the Americans with Disabilities Act (ADA)

• Boy with autism, meeting education goals, wanted to bring his trained service dog to his classes.

• Decision: this case was not under IDEA, but rather ADA, which states that schools must provide access to students with disabilities who use service dogs

Page 35: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

DroodlesPurpose: teach flexibility and

originality

• http://www.droodles.com/

Page 37: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Joy: Joyful learning can flourish in schools…Steven Wolk

Jigsaw ActivityCan be used with any grade level; mix ability levels.

• Sort by A, B, C. Repeat.• All As combine; all Bs combine; all Cs combine

(3ish per group). • Groups will read/discuss as marked on handout.• Re-group. One A, B, C in each group (there

may be more than one, if count is uneven).• You are the expert……report what you read.

Page 38: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

“Teachers and the law: Application essentials, general considerations and specific examples.” Balch, Memory, Hofmeister.

Jigsaw ActivityCan be used with any grade level; mix ability levels.

• Sort by A, B, C, D Repeat.• All As combine; all Bs combine; all Cs combine;

all Ds combine (2, 3, or 4 per group). • Groups will read/discuss as marked on handout.• Re-group. One A, B, C, D in each group (there

may be more than one, if count is uneven).• You are the expert……report what you read.

Page 39: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Early Foundations of Special Education

• Before 1950s, students with disabilities excluded from attending public school

• Brown v Board of education, 1954: school segregation by race is not constitutional

• Elementary and Secondary Act (ESEA), 1965: federal government should protect and provide for students from disadvantaged backgrounds (school lunch program)

• PL 94-142 (1975)-Education of All Handicapped Children Act (EHA): free and appropriate education for all

Page 40: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

What did the Vocational and Rehabilitation Act of 1973 do?

• It banned the discrimination against individuals with disabilities by any federally funded program or activity. It required accommodations, such as access to buildings, and improved integration into society

Page 41: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

What did PL 94-142 (the original special education law) call for?

• Free and appropriate public education (FAPE) for all children with disabilities in this country, in the least restrictive environment (LRE). This ruling is also called the EHA (Education for all Handicapped Children Act)

What is the main principle of IDEA 1997?• Students with disabilities should be educated

within the general education classroom with appropriate aids and services, if necessary.

Page 42: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Recent Influences: No Child Left Behind Act of 2001 (Elementary and Secondary

Education Act of 2001)• Enacted a framework on improving the

performance of elementary and secondary schools while ensuring that no child is trapped in a failing school

• Main idea: Requires accountability for the academic performance of all students, including those with disabilities.

• President Obama stated that there will be a change in the name and guidelines for NCLB

Page 43: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

IDEIA 2004 (Individuals with Disabilities Education Improvement Act)

• IDEA was aligned to match the incentives in the No Child Left Behind act. This act allows financial incentives to states who improve their special education services for all students. States who do not improve must refund money to the government and allow parents choice in schools for their children. Some states are reluctant to fully educate children with special needs, due to cost and other considerations, and are seeking remedies through the courts.

• Requires high qualification standards for special education teachers• All students with disabilities must participate in annual state or

district testing or documented alternate assessments

Page 44: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Critical Guidelines for Teachers for All Educational Settings

• Use of person-first language• Transition services included in IEP• Provide for states or school districts to be sued if in

violation of IDEIA• Inclusion of autism and traumatic brain injury• Assistive technology used as a support service• Promote involvement of students with disabilities in the

general education curriculum• Require greater accountability for results so students

with disabilities are part of accountability system.

Page 45: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Critical Guidelines for Teachers for All Educational Settings

• Require IEP to describe extent to which students with disabilities will be integrated and detail the aids and accommodations

• Provide flexibility by allowing IDEIA-funded staff to work with others who need their help that are not disabled

• Require states to include students with disabilities in assessments with appropriate modifications and develop alternative assessments.

Page 46: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

What is included in the IEP?

Student’s present level of performanceMeasurable annual goals and short-term objectives;

how these will be measuredSpecial education and related servicesExplanation of the extend child will not participate

with non-disabled peersIndividual modifications to statewide and district wide Beginning date of services and modificationsTransition services-must be present at age 16

Page 47: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Classification Categories for special education or related services

• Intellectually handicapped• Learning disabled• Emotional disturbances• Communication disorders• Other health impaired (ADHD)• Hearing impaired• Developmentally delayed• Visually impaired• Traumatic brain injury• Autism

Page 48: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Now: Oregonian, April 1, 2009

Page 49: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Discovering your Purpose Activity(maybe skip)

Also called Swinging a Pick AxIntended audience: 5th-12th grade

• Move into two groups• Read scenario alone or with group

• Discuss questions• Back into whole group

• Discuss questions together• What’s the point of this activity?

Page 50: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Inclusion, Mainstreaming, REI

• Inclusion: the placement of students with disabilities in the gen ed classroom (shared responsibility by all educators)

• Mainstreaming: participation of students with disabilities in gen ed classrooms to the extent that is necessary to meet their needs.

• Regular Education Initiative (REI): Promotes the placement of students with disabilities in the general education classroom for all or most of the school day.

Page 51: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Consultation, Collaboration, Coteaching

• Consultation: A voluntary process in which one professional assists another in addressing a problem concerning a third party

• Collaboration : Direct interaction between at least two equal parties engaged in decision making, working toward a common goal

• Co-teaching: Two or more professionals delivering substantive instruction to a diverse or blended group of students in a single space

Page 52: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Response to Intervention(RTI)

• Current model for screening students and using data to facilitate identifying students for special education services

• Gives necessary support to students early instead of waiting for them to fail

• Ongoing systematic progress monitoring of students

Page 53: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

4 key components of RTI models

• They implement high-quality, research-based instruction to match needs of students

• They monitor students’ learning over time to determine level and rate of performance

• They provide interventions of increasing intensity when students continue to struggle

• They make important educational decisions based on data

Page 54: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Three tiers

• Implementation of effective classroom instructional practices (Tier 1)

• Provision of secondary intervention(Tier 2)

• Provision of more intensive individualized intervention (Tier 3)

Page 55: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Primary Instruction-Tier 1

• Instruction provided by general education teacher

• Instruction is evidence-based• Students are screened using easy-to-

administer measures• Students with math and reading difficulties

are administered progress monitoring measures

• Teachers differentiate instruction as needed

Page 56: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Secondary Intervention-Tier 2

• Provided for students not making adequate progress in Tier 1

• Typically provided in small groups• Tier 2 supplements core instruction taught

in Tier 1• Under domain of general education• Teacher continues to monitor student

progress

Page 57: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Tertiary Intervention-Tier 3

• Provided to students who continue to experience difficulty and show minimal progress during Tier 2

• Tier 3 intervention is provided for longer periods of time more frequently

• Tier 3 may or may not be special education depending on the number of tiers used in RTI

• Tier 3 students receive explicit instruction individually or in small groups

Page 58: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Reference

Teaching Students Who Are Exceptional, Diverse and At Risk in the General Education Classroom, 5e

Vaugn, Bos, & Schumm-ISBN 01371519829 2011 Pearson Education, Inc.

Page 59: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Working with Parents

Good communication: A website (http://jrcam.wordpress.com)

Ideas?

Page 60: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Four Critical Questions

• What do we want students to learn?• How will we know that they have learned it?• What will we do if they don’t?• What will we do if they do?

– Select appropriate strategies– Reflect on and share best practices– Collaboratively design varied approaches to address

a variety of learning styles (differentiate instruction)“Random” vs Effective teaching

Page 61: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

What is your attitude toward teaching? hmmm

1. Learning is based on student’s ability. (blue)2. Learning takes place if the student takes

advantage of the opportunities to learn within the school. (yellow)

3. All students can learn something and I will create a warm, pleasant environment for them to learn. (green)

4. All students can learn and I will do whatever it takes to help students learn and achieve the agreed upon curriculum/standards. (peach)

Page 62: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Focus on Learning Instruction-Assessment Model

Pretest~~~Analyze results~~~Plan for differentiated instruction~~ ~Teach~ ~~Assess, Modify, Reflect, Adjust ~~Teach~~Posttest~~~Re-engage

Compare to older model:Teach

TestMove on….

Page 63: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

In students, success yields:

• Confidence• Optimism• Desire to succeed• High level of effort• Risk taking

Page 64: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Continuous failure yields:

• Ideas?

Page 65: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Cost?http://www.ode.state.or.us/data/schoolanddistrict/

funding/sped/airorsefinance.pdf#6• One source for comparing what is spent on special

education in Oregon in relation to what is spent on the average special education student across the nation comes from a national special education expenditure study (Chambers et al., 2002). For 1999-2000, this study estimated a special education spending per student of $8,080. This can be compared to the average special education expenditure estimated by ODE for Oregon of $7,814 for 2003-04.

• From 1992 to 2000, spending per student on regular instruction grew at an annual average rate of 3 percent while spending per student on special education programs grew at an average annual rate of 14.3 percent. http://www.osba.org/Resources/Article/Budget_and_Finance/Fact_sheet-analysis_of_K-12_funding.aspx

Page 66: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Break….

Page 67: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Teaching Students p. 61

• Discuss questions #1-4

Page 68: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Inclusion Video(couldn’t get for tonight)

• Arguments for• Arguments against

Page 69: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Understanding Learning Disabilities

• Learning differences video

Page 70: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Take aways…Exit papers

Share something you will take away from our time together tonight

Exit/participation papers: Fill out and turn in….

Important Moments reminder…

9:40-10:00Group work….

Page 71: ED 561 Educating Exceptional Learners Workshop #1  Rachel Karlsen

Thank your group mates!

And….thank you for coming to class

tonight!