The field of education has taken this concept of universal access and applied it to learning by creating the framework of UDL. As described by the Center for Applied Special Technology (CAST), “Universal Design for Learning (UDL) is a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning…. Read More UDL or not UDL? That is the Question
Building a School Culture to Support Inclusive Practices
Successful inclusion of students with disabilities requires a supportive organizational structure and school culture. One strategy for building a more integrated and inclusive school culture is school-wide positive behavior support (SWPBS). Successful inclusion of students with disabilities requires a supportive organizational structure and school culture (Burstein, N., Sears, S., Wilcoxen, A., Cabello, B. and… Read More Building a School Culture to Support Inclusive Practices
Our Students, Our Classroom, Our Responsibility
Gately and Gately (2001) identify three stages in the co-teaching relationship: The Beginning Stage, The Compromising Stage, and The Collaborative Stage. Co-teachers can expect to experience these stages as they take on the challenge of delivering instruction to their students as a team. Co-teaching is a developmental process and has stages: the beginning stage,… Read More Our Students, Our Classroom, Our Responsibility
A Review of Data Collection
As a special educator, data is likely a part of your daily existence. Data is taken and analyzed to assess the progress of students and the effectiveness of instructional programs. Below is a summary of some frequently used types of data. Baseline Data This data is taken before any instruction is given. Baseline is… Read More A Review of Data Collection
Keeping it Real: Authentic Assessment in Early Childhood
In order to monitor progress effectively, teachers need to observe, document, analyze and interpret data as part of a decision-based model that guides teachers to establish where to begin instruction, how long to work on a goal, and when to make changes. Teachers can observe children’s use of skills, knowledge, and concepts through the routines… Read More Keeping it Real: Authentic Assessment in Early Childhood
PBIS: Using Data to Inform and Support, Not Punish
Consider a switch in thinking by approaching assessment data in a more supportive context. It should be used to clarify where we are, where we are going, and how we are doing getting there. Viewing data as a living system, may provide a much needed paradigm shift to what has become anxiety provoking for some… Read More PBIS: Using Data to Inform and Support, Not Punish
Assessment: The GPS of Effective Teaching
Teachers can use effective assessment strategies as a teaching GPS, or “global positioning system,” by finding out where students are located on the learning path. In this way, teachers promote instead of merely judge or grade student success. Teachers can use effective assessment strategies as a teaching GPS, or “global positioning system,” by finding… Read More Assessment: The GPS of Effective Teaching
