TPE 1 ENGAGING and SUPPORTING STUDENTS IN LEARNING
1.4 Use a variety of developmentally and ability-appropriate instructional strategies, resources, and assistive technology, including principles of Universal Design for Learning (UDL) a d Multi-Tiered System of Supports (MTSS) to support access to the curriculum for a wide range of learners within the general education classroom and environment
TPE 2 Creating and Maintaining Effective Environments for All Learners
2.3 Establish, maintain, and monitor inclusive learning environments that are physically, mentally, intellectually, and emotionally healthy and safe to enable all students to learn, and recognize and appropriately address instances of intolerance and harassment among students, such as bullying, racism, and sexism.
TPE 3 MAKING SUBJECT MATTER COMPREHENSIBLE TO STUDENTS
3.4 Individually and through consultation and collaboration with other educators and members of the larger school community, plan for effective subject matter instruction and use multiple means of representing, expressing, and engaging students to demonstrate their knowledge.
Due: Paper submitted to Canvas 11/02/19
Typed Paper Assignment (Due November 2. 2019):
- Candidates will submit to canvas 2 typed double spaced page report of their observations in one or more inclusive classroom settings. If you are unable to observe an inclusion class before this assignment is due you may interview a teacher who teaches in an inclusive setting. If you do not have access to a teacher, you can write based on your ideal classroom, using the textbooks as reference to answer the necessary questions. This report should include:
- The model of inclusion used in the classroom and was a model used school-wide, MTSS?
- The effectiveness of the model
- Curricular materials used in the classroom
- Adaptations and Modifications used to support all learners
- Type and level of individual and group instruction used
- Were children with low incidence disabilities included and what supports are used to make content accessible?
- How did the model support the success, the acceptance and the value of each student? Inclusive Model Presentation (Due 11/02/19):
- Candidates will present on the type of inclusive model they wrote about. Candidates are expected to use Universal Design for Learning (UDL) elements in their presentation. This means that the presentation will involve a variety of delivery strategies. Candidates should not read their typed report submission to the class. Rather, candidates will consider the learning styles of the audience and create a presentation that will engage all members of the audience. The presentation will be given to a small group of your colleagues. Candidates will present on their experience of an inclusive model in a 5-7 minute presentation to the class on November 2, 2019.
- The presentation should answer the same questions as your paper:
- The model of inclusion used in the classroom and was a model used school-wide, MTSS?
- The effectiveness of the model
- Curricular materials used in the classroom
- Adaptations and Modifications used to support all learners
- Type and level of individual and group instruction used
- Were children with low incidence disabilities included and what supports are used to make content accessible?
- How did the model support the success, the acceptance and the value of each student?
- Candidates will present on the type of inclusive model they wrote about. Candidates are expected to use Universal Design for Learning (UDL) elements in their presentation. This means that the presentation will involve a variety of delivery strategies. Candidates should not read their typed report submission to the class. Rather, candidates will consider the learning styles of the audience and create a presentation that will engage all members of the audience. The presentation will be given to a small group of your colleagues. Candidates will present on their experience of an inclusive model in a 5-7 minute presentation to the class on November 2, 2019.
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