The following information packets provide a brief overview of current topics and best practices for serving students with mild/moderate disabilities.
An Administrative Guide to Creating Inclusive Elementary Schools
This packet focuses on administrative roles and strategies for creating
successful and collaborative inclusive schools. Descriptions of academic, social/emotional,
physical space, and supervision requirements are offered. A variety of successful
inclusive environments are discussed. (2005)
Algebra Strategies for Middle School
This information packet addresses strategies that middle school
teachers can implement in teaching algebraic thinking. Algebra is a strand found
in each of the middle school grade levels in the Virginia Standards of Learning.
It is also one of the areas addressed by the National Council of Teachers of
Mathematics (NCTM) in Principles and Standards for School Mathematics.
The Algebra strategies included in this packet addresses the following topics:
exploring patterns, graphs, symbolic manipulation, technology as an aid for
understanding algebraic concepts, discourse in the algebra classroom, and writing
about algebraic thinking. (2004)
Attention Deficit Hyperactivity Disorder
This information packet provides an overview of the characteristics of three
types of Attention Deficit Hyperactivity Disorder (ADHD) based on the most current
research. Typical problems that children with ADHD face in the classroom are
described and their implications discussed. Because the degree of difficulty
varies depending upon student's age, gender, intensity, and the demands of the
environment, a variety of practical interventions are presented. (2001)
The Bilingual Special Education Crossroad: Strategies for Culturally
and Linguistically Diverse Students with Special Needs
This information packet provides an overview of the prevailing assessment and
instructional research strategies related to culturally and linguistically diverse
students with special education needs. Research-based academic and behavioral
strategies for these students are described, along with web-based resources
geared to assist both general and special educators working with diverse students
with special needs. (2004)
Collaborative Secondary Transition Planning
This packet highlights transition planning for students with disabilities. The
most common choices facing young people and their families upon leaving high
school include pursuing vocational training or further academic education, getting
a job, and living independently. The packet contains information on collaboration,
the creation of effective transition teams, community agencies and the services
they provide, and potential consultants to the transition team. (2000)
Co-Teaching
This information packet provides basic information for professionals currently
engaged in or considering a co-teaching relationship to include students with
mild/moderate disabilities in the general education classroom. Topics include
models of co-teaching, getting acquainted with a co-teaching partner, developing
a contract for co-teaching, and effective co-planning. Administrative issues
include caseloads, planning time, team identities, and team continuity. (Revised
2004)
Designing Effective Professional Development
The information packet provides essential information to educators interested
in improving professional development practices. Topics include standards for
designing professional development activities and programs that lead to improved
learning for all students. An overview of basic information about the major
models of professional development and their effectiveness is followed by specific
strategies for determining if a school or school division is a learning organization.
Finally, key questions for identifying indicators of effective professional
development are also offered. (2003)
Differentiating for Success in Inclusive Classrooms
The philosophy of differentiation is presented in this consideration packet
as it relates to inclusive service delivery for students with mild to moderate
disabilities. Examples of management and instructional strategies that respond
to learners' needs are provided. The packet was prepared for general and special
education teachers who work with students with mild to moderate disabilities
in general education classrooms. (2001)
Geometry Strategies for Middle School
This information packet describes strategies middle school mathematics teachers
can incorporate into their teaching of geometry. An overview of the Van Hiele
model is followed by a description of how to assess students' level. Strategies
for teaching plane figures, perimeter and area, geometric solids, and transformations
are also included. (2004)
Grading in Inclusive Classrooms
This packet provides basic information about grading to teachers currently teaching
students with disabilities in general education settings. Topics include the
questions that teachers ask when grading students with disabilities in general
education settings, effective grading practices and alternative approaches to
student evaluation. A process for grading in co-taught classes will be explored.
(2002)
Graphic Organizers: Guiding Principles and Effective Practices
This packet focuses on how to make the most out of visual displays and representations
of information, commonly called graphic organizers. Research-based suggestions
are offered for making graphic organizers straightforward and coherent and for
teaching students how to use graphic organizers so that they begin to internalize
the organizational skills of the graphic display. This packet will outline the
primary categories and uses for graphic organizers as well as strategies to
enhance their effectiveness. (2003)
Helping All Students Meet the Standards with Technology and Project-Based
Learning
This packet focuses on the use of multimedia technology by students of all abilities
to showcase or share information gained as a result of applied or project-based
learning activities. An overview of project-based learning as an essential strategy
for facilitating greater levels of student engagement and productivity, particularly
within inclusive settings will be presented. Practical ideas and resources for
implementing and evaluating multimedia based projects will also be shared. (2002)
Inclusive Practices for Speech/Language Pathologists
This packet provides information designed to help speech/language pathologists
adopt inclusive and collaborative programs as an alternative service delivery
model for serving students with communication disorders. Inclusive practices
will be defined and described along with their benefits. Tools for developing
inclusive individualized education programs (IEP) will then be presented, followed
by a discussion of the characteristics of successful inclusion/collaborative
teams. (2004)
Inferential Reading Comprehension
This packet focuses on strategies teachers may employ to improve students' inferential
comprehension skills. Topics include a discussion of the meaning of the term
inferential comprehension, the consideration of specific sub-skills necessary
for making inferences, suggestions for ways to teach students to make inferences,
and ideas designed to provide a variety of opportunities for students to practice
the skill of inferential comprehension. (2002)
Instructional Assessment
This packet provides a description of an instructional assessment model that
is used to help teachers match instruction to student needs. Instructional assessment
(IA) is a form of curriculum based assessment (CBA) that is designed to determine
the instructional needs of individual students in order to create the conditions
necessary to optimize and maintain learning (Rosenfield, 1987). The purpose
of IA is to ensure a match between what the student knows and what the teacher
teaches (Gravois & Gickling, 2002). Although this consideration packet describes
the assessment of reading skills, the method is applicable to all academic areas.
(2002)
Paraeducators' Tools for Supporting the Instructional Process
This information packet focuses on tools that paraeducators need to begin to
offer instructional support to classroom teachers. These tools will assist paraeducators
with understanding the basics and building effective communication and collaboration
skills. This packet offers some suggestions and practical application tips to
strengthen the paraeducators ability to effectively support classroom instruction.
(2003)
Planning for a Brighter Future: Infusing Secondary IEPs with the Results
of Comprehensive Transition Planning
This information packet is a companion piece for two other packets, The
Heart of the IEP (2001) and Collaborative Secondary Transition Planning
(2002). Together, the three packets provide guidance in writing legally correct
IEPs that meet the intent of the Individuals with Disabilities Education Act
(IDEA) and Virginia's regulations regarding IEP development for students in
transition from secondary school to adult life. (2003)
Positive Behavioral Supports
This information packet provides a general description of an approach to challenging
behaviors called Positive Behavioral Supports (PBS). It includes the basic assumptions
or underlying tenets for utilizing PBS with individual students. The packet
also includes information about additional resources for using PBS at the classroom,
school-wide, or at the division level. (2000)
Practice and Homework - Effective Teaching Strategies
This information packet focuses on practice and homework as instructional strategies
that teachers can utilize daily to increase and maintain retention of information
for all learners. Strategies for practicing new learning are suggested, including
visualization, mnemonics, quick writes, and effective questioning. Finally,
tips for homework completion are provided for both teachers and parents. (2004)
Reasonable and Effective Accommodations
This information packet defines accommodations, differentiates them from modifications
and adaptations, and addresses their specific purpose. Three processes for determining
"reasonable" accommodations are presented, and examples of various
types of accommodations are given. (2002)
Science Strategies
This information packet focuses on strategies teachers can incorporate into
their instruction to enhance student learning in science. This packet is divided
into five strands focusing on: Organizing and Remembering Information in Science,
Reading in Science, Writing and Reflecting in Science, Learning Together in
Science, and Investigating in Science. (2003)
Strategies for Creating Inclusive Schools
This information packet provides basic information to professionals currently
engaged in or considering inclusive programming for their students with mild
to moderate disabilities. Topics include gaining support (administrators, teachers,
and parents), developing a collaborative culture and a vision that supports
inclusion, selecting capable and willing participants, and providing ongoing
staff development. Administrative issues that are addressed include establishing
balanced classroom rosters, providing weekly co-planning, and allocating resources.
(2001)
Taking the Mystery out of Software Selection
This information packet offers practical ideas to assist educators, technology
managers, administrators, and parents in determining the appropriateness and
usability of a given piece of software. Critical features to look for when evaluating
software are discussed and a sample evaluation form is included. Valuable tips
and resources are shared to assist buyers in making more informed decisions
when they are unable to "preview" the software prior to purchase.
(2001)
Teachers' Tools for Building Productive Relationships with Paraeducators
This information packet focuses on tools that special education teachers need
in order to build effective working relationships with paraprofessionals. The
packet offers some suggestions and practical application tips to strengthen
teacher-paraeducator relationships, including effective communication and collaboration.
(2002)
Techniques for Active Learners
This information packet describes 18 techniques that teachers can easily implement
to increase time on task for all learners. Techniques are grouped into the following
categories: Motivation and Focus, During Instruction, Cooperative Group Work,
and Evaluation. Specific of the techniques include Whip Around and Pass; I Have,
Who Has?; Pinwheel; Paired Reading; and Outcome Sentences. (2000)
Unlocking Reading Comprehension: Writing Is the Key
This information packet provides the reader with a brief review of research
supporting the inclusion of writing to enhance reading comprehension, and highlights
the use of a specific instructional strategy, R.A.R.E. The R.A.R.E. strategy
teaches students at both the elementary and secondary levels how to respond
accurately in writing to specific comprehension questions in all content areas.
This packet also describes how to develop questions that teach and assess comprehension
in all of the purposes for reading. (2003)
A "Word" About Vocabulary
This information packet provides strategies upper-elementary and secondary school
teachers may use to teach vocabulary in a meaningful way. The word-learning
instructional strategies are grounded in research and are applicable to all
content areas. The packet includes games and other activities that enable students
to use newly acquired words, as well as review groups of vocabulary words in
an engaging manner. (2001)
The Write Tools Can Make a Difference! - Technology Supports for Students
Who Struggle with the Task of Writing
This information packet offers ideas to the classroom teacher who is looking
for effective ways to support students with mild/moderate disabilities having
difficulty with one or more aspects of the writing process. Topics include identification
of students who struggle with the process or mechanics of writing, the continuum
of support, the decision-making process, and facilitate writing techniques to
success. (2000)
The Writing Process: A Scaffolding Approach
This packet offers a systematic format to teaching essential writing skills
to all students. The scaffolding approach allows for differentiated instruction
in a diverse classroom. It gradually builds independence and confidence among
young writers. This instructional technique can be easily adapted to many classrooms,
disciplines, and age or grade levels. (2001)
< Training
and Technical Assistance Center (T/TAC W&M) >
< William and Mary School of Education
>
P.O. Box 8795 • Williamsburg, VA 23187-8795
Phone: (800) 323-4489 • TDD: (757) 221-2302 • FAX: (757) 253-4897
This website is funded by the < Virginia
Department of Education > through the T/TAC project.
Copyright © 1996-2007 Training and Technical Assistance Center,
College of William and Mary. All Rights Reserved.