Too often, an “inclusive education” for students with complex support needs means helping them take part in a single class activity before they go off to a different classroom, or focusing on a single learner while other similar students remain on the outside. Cheryl M. Jorgensen, Ph.D., an inclusive education consultant and co-founder of the National Center on Inclusive Education, offered participants in the recent edWebinar, “Inclusion is More Than “Just Being In,” a new way to define the term. She explained that inclusion should not be a practice but should be a transformational educational philosophy based on social justice principles, where the first tenet is that all students are presumed competent.
For Inclusive Schools Week, which took place from December 5th to 9th, Brookes Publishing, sponsor of the Teaching All Students: Practical Strategies for Inclusive Classrooms professional learning community (PLC) on edWeb.net, celebrated with a five-day giveaway. The giveaway began with a survey in which Brookes Publishing asked special ed educators for their opinions on webinar topics for 2017. Participants in the survey were entered into a drawing to receive a tote bag full of inclusive classroom resources. Brookes Publishing announced five lucky winners, one on each day of Inclusive Schools Week.
Novice teachers struggle in differentiating their instruction for special education students. Most new teachers can remember their “Students With Special Needs” course in college, and being aware that there would be special education students in their classroom. They are not, however, prepared for the reality of how many special education students they would have, and the severity of their disabilities.
Starting with World Autism Awareness Day, April brings us a month of celebrating each unique individual who is a brother, sister, son, daughter, aunt, uncle, neighbor, student, or friend.
edWeb.net and Brookes Publishing announce the launch of a free professional learning community (PLC) to support school professionals in discovering and sharing practical strategies for inclusive classrooms. Today’s schools are becoming more and more inclusive, welcoming students with a wide variety of backgrounds and ability levels. As we build classroom communities where every child learns and belongs, teachers must be prepared to meet the diverse learning needs of all their… read more →
Jessica Reighard discusses how teachers are teaching students with all kinds of learning, social, emotional, and developmental learning. Their research shows that today’s student body is more and more diverse, with behavior issues, and social and emotional issues, that are interfering with the ability to learn. We’re not preparing our teachers for the challenges of the classroom.