Goal: The learner will identify ways to include students with high incidence disabilities (i.e., LD, MMR, EBD, HFA) in regular education classroom.
Objectives: 1. The learner will name what disabilities are considered high incidence disabilities.
2. The learner will identify characteristics and possible areas of difficulties students with the following disabilities may encounter in the general education classroom:
a. students with learning disabilities
b. students with mild mental retardation
c. students with emotional/behavioral disorders
d. students with high functioning autism
Instructional Design to Meet Instructional Goals
Engelmann Theory of Instruction
The importance of initially introducing one example and multiple nonexamples may be accomplished through the use of individual pages that focus on one disability. Students may then use the discussion forum to read about examples of incorporating students with disabilities into general education classrooms. Additionally, the discussion forum will provide students the opportunity to reflect and respond to real life situations. This will cause them to practice generalizing concepts related to including students with high incidence disabilities.
Understanding By Design
Appropriate activities and resources could not be determined until the overall idea of the Wiki was identified.Identifying the desired result of assisting teachers in including students with high incident disabilities and determining what specific disabilities would be discussed were essential in determining what activities will assist learners work towards this goal.The evidence that would demonstrate learners’ knowledge had to be identified to assist in creating appropriate lessons and activities.
The following PowerPoint shows how Engelmann's Theory of Instruction applies to Promoting Inclusion.
Goal:
The learner will identify ways to include students with high incidence disabilities (i.e., LD, MMR, EBD, HFA) in regular education classroom.
Objectives:
1. The learner will name what disabilities are considered high incidence disabilities.
2. The learner will identify characteristics and possible areas of difficulties students with the following disabilities may encounter in the general education classroom:
a. students with learning disabilities
b. students with mild mental retardation
c. students with emotional/behavioral disorders
d. students with high functioning autism
Engelmann Theory of Instruction
The importance of initially introducing one example and multiple nonexamples may be accomplished through the use of individual pages that focus on one disability. Students may then use the discussion forum to read about examples of incorporating students with disabilities into general education classrooms. Additionally, the discussion forum will provide students the opportunity to reflect and respond to real life situations. This will cause them to practice generalizing concepts related to including students with high incidence disabilities.Understanding By Design
Appropriate activities and resources could not be determined until the overall idea of the Wiki was identified. Identifying the desired result of assisting teachers in including students with high incident disabilities and determining what specific disabilities would be discussed were essential in determining what activities will assist learners work towards this goal. The evidence that would demonstrate learners’ knowledge had to be identified to assist in creating appropriate lessons and activities.The following PowerPoint shows how Engelmann's Theory of Instruction applies to Promoting Inclusion.
Resources
psych.athabascau.ca/html/387/OpenModules/Engelmann/theory.shtml