Including Diverse Learners Slide 2 Definitions According to
Webster Inclusion: An including or being included Inclusive:
Including everything, comprehensive Slide 3 How can we make it
work? Environmental arrangements Modifications of materials
Simplification of activities Special equipment Peer support Adult
support Slide 4 How Can We Make It Work? Embedded learning
opportunities Occasions where teachers create short teaching
episodes within ongoing activities Slide 5 Discover a range of
techniques for modifying and managing the class environment to
support all students learning. Slide 6 Learn easy curricular
modifications that dont stray far from original lesson plans but
meet the needs of all ability levels. Slide 7 Explore teaching
tactics to foster inclusion and celebrate diversity in the
classroom Effectively guide your students on proper interaction
with their peers with special needs Slide 8 Identify the causes of
challenging behavior Maslow Environment Does it work for everyone?
Increase desirable behaviors Consistency Guidance Misbehavior vs
Mistaken Behavior Slide 9 Slide 10 If you could describe a boy
using one word Slide 11 What is happening here? Eighty percent of
the discipline problems are caused by boys. Of children diagnosed
with learning disabilities, 70 percent are boys. Of children
diagnosed with behavior disorders, 80 percent are boys. Over 80
percent of school children on Ritalin or similar drugs are boys.
Slide 12 The Brain Slide 13 Slide 14 Biology Wiring of the Brain
Boys tend to have more dopamine in their blood streamwhich can
increase impulsive behavior. A boys corpus callosum is smaller in
size than a girls. Harder to cross-talk. Multi-tasking=frustration!
Slide 15 Girls tend to have more activity in the temporal lobes
better listeners and memory storage. Boys need more sensory-tactile
experience to light up the brain. Touching helps them focusto
listen. They need to touch to think!! Slide 16 Boys frontal lobe
tends to be less active then girls. It develops slower. The male
brain tends to renew and recharge itself between tasks. It needs to
rest. Boys compartmentalize brain activity. They use less of the
brain at one time. They are wired to learn one thing at a time, and
in-depth. Multitasking? Boys who feel overwhelmed or stress
experienceanger, frustration, increase in adrenalin, the
resultbehavior problems. Slide 17 BLOCKS, BLOCKS, BLOCKS AND a
reason to use them BIG ART & Art that MOVES! Music, Rhythm,
Music,Rhythm Incorporate nature Slide 18 Slide 19 Slide 20 Slide 21
Slide 22 Visual GuidanceSchedule of the day Less TalkingLouder
Voices Karate ChopsThis is male affection ACTION!! Climbing,
Running, Digging, Building, Throwing, Construction,
Pushing/Shoving, Handshaking, Sword Fighting, Jumping SENSORY
PLAYEVERYDAY Slide 23 Look at your environment Interesting interest
areas? Space for physical activity Strong Choices Brain Breaks
& Calming Strategies Talk in Private, Mediate, Acknowledge
Emotions Look at your environment again Slide 24 Spirited Children
Challenging children are spirited children according to Mary Sheedy
Kurcinka Spirited Children are: Normal children who are more:
intense, persistent, sensitive, perceptive and energetic They are
NOT out to get you! Slide 25 A Goodness of Fit Focus on strengths
Identify who has come to be with you Teach essential life skills
Take time to plan for success Slide 26 Arousal System Some children
by their very nature have a more reactive arousal system Behavior
is a reflection of what is happening inside of the brain AND how we
respond to it Our job is to develop self-regulation Actions
Thoughts Feelings or desires Slide 27 Slide 28 Slide 29 Help
children learn to follow directions Slide 30 Slide 31 Slide 32
Slide 33 Slide 34 Slide 35 Slide 36 Slide 37 Slide 38 Improve
childrens communication skills Slide 39 Slide 40 Slide 41 Nurture
social skills through role-plays and peer interactions Coach
children as they practice social skills in the course of the day
Slide 42 Resources Challenging Behavior in Young Children:
Understanding, Preventing & Responding Effectively- Kaiser
& Rasminsky, 2003 The Power of Guidance- Gartrell, 2004
Pathways to Play:Developing Play Skills in Young Children-
Heidemann & Hewitt, 1992 You Got It! Teaching Social &
Emotional Skills-Fox & Lentini (NAEYC Online Journal, 2006)
Lisa Brown, Boys Powerpoint Slides, 2008 The Minds of Boys. Saving
Our Sons from Falling Behind in School and Life. Michael Gurian
Teaching with the Brain in Mind. Eric Jenson Bev Bos. Great Things
for Kids Conference 2008 The Spirited Child: Four Keys to Effective
Discipline Mary Sheedy Kurcinka Slide 43 Websites
http://www.vanderbilt.edu/csefel/ http://www.vanderbilt.edu/csefel/
www.circleofinclusion.org www.circleofinclusion.org
www.parentchildhelp.com www.parentchildhelp.com
www.handsinautism.org www.ourkidspress.com www.ourkidspress.com
Childrens books/posters/resources
http://www.cfchildren.org/programs/ssp/overview/
http://www.cfchildren.org/programs/ssp/overview/ Second Step
Violence Prevention Curriculum
