Inclusion and Teaching in Chicago

Currently at my school, we have a color-coded binder system in place for all students in sixth through eighth grade. Click here for more information on how to set up a system of your own. For some students, this system isn't enough to stay organized. I sympathize because I am the exact same way. Staying organized is a constant struggle for me and having the appropriate materials isn't enough to actually keep me organized.  The strategy I am going to show you is called the "material dump" and I should warn you, it is NOT popular with most students. As much as students like the Project Game Plan , they typically dislike the material dump. I think this is a good reminder that struggling with executive functioning is a sensitive issue for many students. Organizing is hard and time consuming and it can be a challenge to be convinced that it's worth it. My steps today include not only how a student can organize their papers but how you as a teacher can deescalate

Picture this:  It's the start of class and you are introducing your new lesson. You look great, your lesson matches perfectly with your objective, and your instruction is interactive, collaborative, and darn right perfect. You are feeling good, gosh darn it. Standing in front of your class of eager, bright eyed children you explain the agenda for the day. Midway through instructions you hear the distinct sound of whispers and feet thudding against the floor. Out of the corner of your eye, you see a student standing over another student's desk. They appear to be having a serious conversation. "What's going on, young learner?" You ask. The learner looks up at you and sighs, "I need a pencil." Sound familiar? Many teachers struggle with the management of pencils. This can be frustrating and time consuming. If students are trying to find a pencil during class, they miss important instruction. If they talk to their peers about borrowing a pencil, those stu

Question: How do you teach time management and time awareness to students that struggle with completing (or even starting) work in a timely manner?  Resources:  This executive functioning strategy comes to you from a great PD I had a few years ago from Sarah Ward of  Cognitive Solutions . Check out their great PDF on teaching time awareness  here .  Where: At the student's desk When: During class, group work, independent work, any time Materials: Analogue clock with a glass face and metal lens (I bought the Cognitive Solutions clock  here  but it looks like they're all sold out. The clocks need to have a glass face in order for you to use dry erase markers on them. They also need a metal frame so that you can put magnets on them. I found a nice one  here  for $18.99. Not bad!) 1 or 2 dry erase markers Colored magnets (Go  here  or  here )  How To: Identify the current time on the analogue clock. Put a magnet next to the current minute hand.  Dra

Question: How do you help students that struggle with completing projects on time? What strategies can we use to teach students how to read project directions and plan for its completion? Resources: The Rush NeuroBehavioral Center has this amazing PD on executive functioning that changed my entire perspective and understanding of teaching problem solving, planning, organizing, and self regulation. This presentation from Lauren Hough and the Nest Project does a wonderful job of explaining what executive functioning is and providing strategies.    I'm going to start with the student favorite. I give you: The Project Game Plan!  Materials: Project directions Project Game Plan Sheet If I am not modifying the content or expectations of the project, I try not to modify too much of the text. The reality is that students see assignments and projects that look like this all of the time. Instead of changing the text (giving a student a fish

Best Website: I just discovered Julie Causton's website. Here is the list of articles she has written about inclusion, lesson plan, parent advocacy, research, behavior, Autism, etc., etc., etc. It is a goldmine of meaningful articles and information. My favorite article from the list is this one . Best Blog: Think Inclusive has articles, opinion pieces, and links to other great content. I could spend hours here. Check out my favorite post on the 100 top inclusive links. It's solid. Best Video: Dan Habib's short videos are incredible. I think all of his public videos would add to any PD given. My favorite Vimeo video of his will always be  Thaysa  but this new clip about Nathaniel Orellana packs a lot of great information in 76 seconds. Also I have to include this one with Keith Jones. He's just so eloquent and fantastic.

Question:  As an Inclusion Facilitator, I am often asked about modifying and accommodating work to meet individual student needs. Whenever this happens, I immediately ask for samples of student work. Modifying and accommodating for students is so individualized in nature that the A/M section on the student's IEP isn't enough information to tell me what the student needs. The reality is that what works for one student in one class with one set of co-teachers (or one teacher) might not work for another student in the same grade in a different classroom. The IEP is the most individualized document in town and we need to remember the specific student every step of the way.  I look at the following: Student IEP goals Student IEP modifications and accommodations Student strengths General education teacher and learning specialist personalities and teaching style Lesson and unit plans Specific activities Student work Resource: Jenn Kurth's unit based approach to