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2016 TASH Conference has ended
Each year, the TASH Conference strengthens the disability field by connecting attendees to innovative information and resources, facilitating connections between stakeholders within the disability movement, and helping attendees reignite their passion for an inclusive world. This year’s conference theme, “Gateway to Equity,” explores inclusive communities, schools, and workplaces that support people with disabilities, including those with complex support needs, in living a fair, just, and balanced life. Return to TASH website.
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Friday, December 2 • 3:30pm - 4:20pm
We're together, now what? A conceptual framework for modifying instruction in LIMITED

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Limited Capacity seats available

When students with intellectual disabilities and/or significant support needs receive all or most of their instruction in general education classes, a comprehensive plan is needed to ensure that instruction is systematic, meaningful, and and that the benefits offered by general education settings are maximized. General and special education teachers sometimes describe feeling overwhelmed with the many qualities that should be in place within a "high quality" inclusive classroom. Although the IEP describes a studentŸ??s program, it does not provide a system for making decisions about instruction and materials based on the assumption of a general education context. In this session, a proposed framework, developed collaboratively by university faculty and practicing teachers who work in inclusive educational settings, will be shared with the purpose of providing teachers and IEP teams with user-friendly planning tools for the development and implementation of modified instruction and materials in inclusive settings. We feel that a robust, carefully planned educational program founded on the strengths offered by general education settings serves as a true Ÿ??gateway to equityŸ? by avoiding common pitfalls of poorly planned programs for students with significant support needs. The proposed conceptual framework encourages school teams to consider how individualized programs can draw from the systematic and developmental nature of general education instruction, such as Common Core standards, scope and sequences, unit plans, and lesson plans to strategically plan learning objectives, instruction, and materials for individual students who benefit from modifications and additional supports. At the same time, in order to avoid potential isolation within the classroom, the framework maximizes opportunities offered by general education settings (in addition to a rich curriculum) such as participation in a group, predictable transitions and routines, responsive communication partners, clear expectations for social skills and behavior, and Ÿ??teachable moments.Ÿ? Emphasis is placed on developing sustainable systems for the individualization of instruction, materials, and supports within school settings to allow extended practice of skills in meaningful contexts. This framework builds on, and ties together, a variety of existing work in the field of inclusive education. With a development team from a large teacher education university, two inclusive K-8 schools, and educators in a large urban school district, multiple stakeholders have been involved in the process to ensure the framework will be representative of evidence-based practices AND will serve as a user-friendly tool, maximizing teacher time and resources. As a result of this session, participants will be able to: * Identify core elements of an inclusive instructional program * Translate each core element to planning for instruction, with am emphasis on sustainable systems. * Identify at least one practical example of implementation for each core element.

Speakers
avatar for Amy Hanreddy

Amy Hanreddy

Associate Professor, California State University, Northridge


Friday December 2, 2016 3:30pm - 4:20pm CST
Grand C 1820 Market Street, St. Louis, MO 63103