Why Include? Because it works for all students involved!
As we talk about character education ... study shows peer tutoring increases compassion
Click on the grey button for the study link ....
This study looked at inclusion and what benefits it provided if any. The good news is that both regular education and special education students benefit.
Conclusion
The goal of this review was to provide a summary of research outcomes and available pedagogs related to the successful inclusion of students with developmental disabilities in elementary school classrooms. Research detailing the academic benefits for students with and without disabilities has continued to mount. Given that research has delineated such benefits, it is incumbent on educators to investigate and implement educational contexts and strategies that support effective inclusion. A large body of research has identified effective instructional options for inclusive classrooms, including the use of specific educational contexts (e.g., grouping strategies), techniques, curricula, and assessment methods. Use of these strategies appears to facilitate the academic and social success of students both with and without disabilities. In the coming years, research investigating the extent to which these contexts and strategies are implemented and their effects on the social and academic inclusion of both students with developmental disabilities and their typical classmates should continue.
Conclusion
The goal of this review was to provide a summary of research outcomes and available pedagogs related to the successful inclusion of students with developmental disabilities in elementary school classrooms. Research detailing the academic benefits for students with and without disabilities has continued to mount. Given that research has delineated such benefits, it is incumbent on educators to investigate and implement educational contexts and strategies that support effective inclusion. A large body of research has identified effective instructional options for inclusive classrooms, including the use of specific educational contexts (e.g., grouping strategies), techniques, curricula, and assessment methods. Use of these strategies appears to facilitate the academic and social success of students both with and without disabilities. In the coming years, research investigating the extent to which these contexts and strategies are implemented and their effects on the social and academic inclusion of both students with developmental disabilities and their typical classmates should continue.
The Extended Core or ECCHi! I am Heather Weiler. I am the teacher for Jordan High School's Extended Core Curriculum. I am a licensed and certified educator in special education with a severe disabilities endorsement, speech-language pathologist license, and in December an educational technology/instructional system design endorsement.
This year I have been accepted into the Utah State University Adminstration/Supervisory Concentration Program. |
What is the Extended Core?
All students in public schools are expected to be instructed in and pass at least minimal competency measures (tests) in the curriculum from kindergarten to grade 12. This is why students receive a diploma. A diploma is the document that is signed to state this student enrolled in enough classes and met the requirements for the core areas (English, Mathematics, Science, Social Studies/History) and the elected other classes for fine arts, physical education, technology, literacy and consumer sciences as well as many other "electives" based upon the students' interests. For some students there are limitations that can only be addressed through specialized instruction, materials, and supports. However in the end the students are able to demonstrate competency in the core areas through these ADAPTATIONS. This is titled, Accommodating the Core (ACC). Then comes the Extended Core Curriculum (ECC) program. The students within this program has been tested and retested to assure they have such limiting (significant) cognitive disabilities that even the minimum levels of competency in any high school curriculum is not possible without major support. In fact the support is so major, you can not grade their final product in a meaningful way. Nor should their performance reflect your range of teaching and assessment methods. But we know all students benefit from the inclusion of these students. So now what? .... Include but do not assess their success and academic performance like others. Really? Yes, Really. AND IT IS OKAY! If you click on the tab for Peer Tutors, you will find the 100 point system that is valid and measures the elements of inclusion that are important. |
What makes the Extended Core Curriculum Learner Unique
Learning Style and RateWith the new AIMSweb and MyAccess as well as SMART technologies, teachers can gather, record, store and analyze data almost instantly. Embedded in these systems are programs that group and compare students' performance against those in the same class, age and grade levels. Now teachers can see group learning rates, individual learning rates and learning before and after instruction. Remember the bell shaped curve? The ECC is developed for those students whose skills and thinking is to the extreme right on the curve. The best practice is to provide intensive daily direct instruction with no more than 4 students per learning group.
ECC students have such unique learning styles we do not expect you to accommodate. Instead we ask you modify by allowing them peer tutors and participation in whatever activity you present. Take notes? Let the peer tutor do so and have the student write their name or 2 items from a list. Tests and Quizzes? Let the peer tutor bring them up to the room and we let them tell us what they did retain but you do not have to grade it. Use our system and give point for amount completed. Remember these students are PASS FAIL and they are not required to take criterion referenced tests. What if they are having a day where they can not be successful? Just have the peer tutor escort them back up and we will have lessons for them. THIS IS NOT FOR TIMES WHEN STUDENTS HAVE FREE TIME or when the work is done. At those times, learning to be appropriate in a less structured setting is INVALUABLE! |
The Instructional HierarchyHere is the stages all must go through to master skills for concepts. Despite our general abilities, we vary in need for amount of time spent within a stage. For those of us who are spatially challenged, it may take many more exposures with guided practice to draw up a blueprint, design the interior of a space, or create a picture. For those with gross motor and strength challenges, playing football or volleyball is the same.
The ECC student is severely challenged avery day by the cognitive and academic demands you present. This is why we do not expect them to get through this hierarchy. In fact acquisition is a real feat, we look merely for exposure and participation. |