Special Education Strategies for General Education Teachers

1974 Words8 Pages
Introduction Inclusion impacts all general education teachers. On a daily basis, general education teachers are asked to differentiate instruction for students with disabilities. Depending on the availability of resources, some general education teachers have more support than others. The following one-day workshop is aimed at providing research-based strategies for general education teachers to support special education students in the general education classroom. Desired Outcomes Concluding this educational workshop, general education teachers will be able to use everyday resources available to them in order to increase positive behaviors for students with disabilities. General education teachers will also be able to easily differentiate their instruction and develop visual structure systems for students with disabilities. Finally, general education teachers will be able to implement this with resources that are accessible to them. Learning Objectives The following is a list of learning objectives that the participants will master at the conclusion of the one-day workshop. 1. Given classroom materials (i.e. paper, pens, calendars, etc), general education teachers will identify five strategies to increase positive behaviors for students with disabilities with a score of 3 on the behavioral strategies rubric. 2. Given classroom tools (i.e. clip art, markers, scissors, etc), general education teachers will develop visual structures for students with disabilities with a score of 3 on the visual structures rubric. 3. Given lesson plans, general education teachers will differentiate instruction for students with disabilities with a score of 3 on the instruction rubric. Intended Audience The one-day workshop will be targeted to... ... middle of paper ... ...ssessments are aligned to all three performance objectives. Because of this, the summative assessments will better determine if the participants met the learning objectives. The instructor will provide participants with ample time to accomplish two performance assessments. Since these performance assessments will be taken home with each participant, the instructor will score the assessments as they are completed utilizing the following rubrics: behavioral strategies, visual structures, and instruction rubric. A score of three or four on each rubric confirms the learning objectives were met. A scoring assistant may be necessary to expedite the process. References U. S. Department of Education. (2004, December). Public law 108-446. Individuals with disabilities education improvement act of 2004. Retrieved January 3, 2014, from http://idea.ed.gov/download/statute.html
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