Embedded Files
By: Kimberly Basilone
By: Kimberly Basilone
Future teacher of inclusion
What is inclusion?
What is inclusion?
It is a place where students with and without disabilities can receive an education that meets their needs.
A classroom that supports the students' emotional, social, and educational needs. A classroom where they feel safe, valued, and excited to learn in a flexible environment.
A place where students can learn to collaborate with other students while developing empathy and respect for themselves & others' points of view, and build social skills in an educational setting.
Learning Targets
By the end of this lesson:
*Teachers will be able to name several reasons to take data on their students.
*Teachers will be able to name several reasons to take data on their students.
*Teachers will be able to name several ways to implement expectations in their classroom
*Teachers will be able to name several ways to implement expectations in their classroom
*Teachers will be able to distinguish multiple ways to model behavior in their classroom.
*Teachers will be able to distinguish multiple ways to model behavior in their classroom.
The importance of data:
The importance of data:
Collecting data for four to six weeks can reveal antecedents, the events that precede the behavior. It helps teachers understand each student's needs and where improvements are needed (Scheuermann, Billingsley, & Hall, 2022). Data helps us learn our students' strengths, weaknesses, and what motivates them (Wilcox, Fernandez Conde, & Kowbel, 2021). In turn, it can create an environment where students can thrive.
The more we understand about our students, the more support, scaffolding, and interventions we can provide (Scott, Park, Swain-Bradway, & Landers, 2007). Unfortunately, change does not happen overnight, so it is important to implement your strategies with fidelity or behaviors will return (Wilcox, Fernandez Conde, & Kowbel, 2021).
Before a Functional Behavioral Assessment (FBA) is considered, ample data must be taken. Individuals with Disabilities Education Act (IDEA) requires precise data before moving forward (Scheuermann, Billingsley, & Hall, 2022) (McLeskey, Waldron, & Redd, 2012).
Data
Data
*Teachers will be able to name several reasons to take data on their students
Expectations
Expectations
*Teachers will be able to list ways to implement expectations in their classroom
Setting expectations
Setting expectations
Setting expectations from day one can help students feel more confident as they grow. In our classroom, the first few weeks are for role-playing the expectations. For example, when we have questions, we raise our hands. When we line up, we walk calmly to our spot without pushing.
Expectations are not a way to control students. Instead, it is a way to guide students to be successful socially, emotionally, and academically. By setting these expectations consistently, we help them understand how to navigate themselves in a very big, complicated world that does not make sense yet (Scheuermann, Billingsley, & Hall, 2022).
By building a solid foundation from day one, only a few reminders are needed. For example, asking, "show me how you can be a good example in line or remind me what indoor voices sound like?"
A visual or written checklist can be helpful. We have used laminated sheets with a list of the expectations. If the student is successful, they check it off and can give them a sense of responsibility (Scheuermann, Billingsley, & Hall, 2022).
No matter how you establish expectations, they must be done with fidelity and by all teachers in the classroom (Scott, Park, Swain-Bradway, & Landers, 2007).
Ways to model behavior
Ways to model behavior
It can be effective to model behavior through our actions and behaviors. We are not perfect. Students need to see how calm we remain when things do not go our way or when something is challenging. It is easy to be overwhelmed when students are upset, however, modeling the behavior during these behaviors is more important than ever (Scheuermann, Billingsley, & Hall, 2022).
When classmates model good behavior, it is important to recognize it. A simple, "Wow, Kim, I am so impressed with the way you stayed calm when math got very challenging!" The other students will notice.
Deciding what kind of behavior you want to model is not just a decision to be made on the first day of school. Instead, reflect on what behaviors you want to promote and what works best for your students.
Modeling behaviors that we want to continue can change the dynamic from exclusion to celebration. We model positivity and inclusion, students embrace empathy, acceptance, and uniqueness (Scheuermann, Billingsley, & Hall, 2022).
Modeling behavior
Modeling behavior
*Teachers will be able to distinguish multiple ways to model desired behavior
Elsebet.mp4Conclusion and reflection
Conclusion and reflection
There are many creative ways to make an inclusion class feel fun, interesting, safe, and a place where their voice matters (Scheuermann, Billingsley, & Hall, 2022). There are three strategies to start with. The first is by collecting data on your students so that you can support them when they first come in and as they grow. By the end of the year, you can use this data to show your students how much they grew. The second strategy is to establish expectations. As students learn and grow, they will know how to navigate their work, behavior, and interactions with others. This will set them up for success in future classrooms, college, and long after (Webster 2019). The third strategy is modeling behavior that sets the stage for building relationships, empowering each student, and helping them reach their full potential.
How I used AI
How I used AI
In my intro open-ended question slides I used Canva.
I used ChatGPT for all of the pictures. First, for the banner, I asked, "Can you create a banner image of one hundred diverse elementary school children having fun at a field day event." Then for the inclusion picture. For the inclusion picture, I asked, "I need an image of a special education inclusion kindergarten classroom with a progressive educational philosophy with diverse students." When I asked ChatGPT to make a data photo I asked, "I need an image of a teacher writing data on her special education students." For the expectations picture, I asked, "I need an image of a diverse kindergarten special education inclusion teacher pointing to three expectations on the board for her diverse students in a classroom." Then I needed to refine it even more and asked, "Could I have three expectations; 1st expectation: to respect others, 2nd expectation: have a growth mindset, 3rd expectation: to always work hard even when it is challenging." I had to edit it a few times because two of the expectations were doubled. Finally, I asked, "I need a picture of a kindergarten special education inclusion teacher high-fiving a diverse student doing their work."
I used ChatGPT initially when we started our lesson essays, I used it to help refine my text and to give me more general ideas to enhance my content. I did not use exactly what they suggested, but I did use it to inspire me to write more examples of my own experience.
I used Padlet to put in my reflection question for my readers.
I used Chegg to check for errors and plagiarism. I did the same thing in a Word document.
In the conclusion/reflection, I used Adobe Express to make a video with my voice recorded.
I used genially to create the Galaxy quiz.
For the final product I used Chegg and Word to check for proper grammar and prevent plagiarism.
Initially AI helped narrow down what I wanted to say without using what ChatGPT specifically suggested. As I played around with it, I was pleasantly surprised that I could use ChatGPT to create pictures, which wound up being very beneficial for setting the mood for my lesson plan. I enjoyed making the quiz through genially and will be using it more often in the future. For the text, I only relied on the initial usage of AI. I used Chegg and Word heavily from start to finish to ensure that my grammar was proper and that there was no plagiarism. For that alone, I feel like it enhanced my work. I also believe that without AI, my pictures, quizzes, and other fun pieces in the lesson would not have been as effective. I am very glad that I used it and will continue to play around with the various AI options in the future.
References
References
References:
Avcioglu, H. (2016). Classroom teachers’ behaviors and peers’ acceptance of students in inclusive classrooms. Educational Sciences: Theory & Practice. 17 463-492. Doi: 10.12738/estp.2017.20034
McLeskey, J., Waldron, N., & Redd, L. (2012). A case study of highly effective, inclusive elementary school. A Journal of Special Education. 48(1). Doi:10.1177/0022466912440455
Scheuermann, B., Billingsley, G., Hall, J. (2022). Positive behavioral supports for the classroom (4th ed.). Pearson Education, Inc.
Scott, T., Park, K., Swain-Bradway, J., & Landers, E. (2007). Positive behavior support in the classroom: facilitating behaviorally inclusive learning environments. International Journal of Behavioral Consultation and Therapy. 3(2). 2007.
Webster, t. (2019). The inclusive classroom. BU Journal of Graduate Studies in Education, 6, 23-26.
Wilcox, G., Fernandez Conde, C., & Kowbel, A. (2021). Using evidence-based practice and data-based decision making in inclusive education. Education Science 11(3), 129. https://doi.org/10.3390/educsci11030129
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