Richard Villa Accessing the General Education Curriculum: Making Inclusion Work (keynote)

In this session participants will become familiar with the characteristics of inclusionary schools. The rationales for change will be discussed, as well as, organizational and instructional strategies to support inclusive schooling. Successful examples from elementary, middle and high school will be presented. A synthesis of what is known to date about transferring school systems to be more responsive to student diversity will be provided.

Guaranteeing Access Through Collaborative Planning, Co-Teaching and Differentiated Instruction

In this session participants will become familiar with the five critical elements of an effective collaborative team. A recommended agenda format for team meetings will be introduced and the stages of group development will be discussed. Participants will explore the 4 approaches to co-teaching and issues related to scheduling, role clarification, administrative support, and lesson planning. In addition, participants will discover strategies for facilitating access to the core curriculum by; differentiating the content students learn, the process through which they learn it, and how they demonstrate what they have learned.

Margaret McLaughlin Access to the General Education Curriculum: What does it mean? (Preconference)

In this session participants will discuss the major elements of “what it means” to provide every student meaningful access to the general education curriculum. There will be a particular focus on how an “inclusive” education requires an “inclusive” curriculum. Basic strategies for creating access to the curriculum in schools will be discussed, in conjunction with the following ideas; considerations for teacher knowledge and practice, school organization, and decision making.

Finding the General Education Curriculum: Strategies for Determining What and How to Teach the Student with Special Education Needs

In this session participants will learn how to align a student’s individual learning goals within the scope and sequence of a standards-based general education curriculum. Teacher’s will learn strategies for interpreting grade level content standards.

William N. Bender Differentiated Instruction: Teaching Strategies for the Inclusive Classroom

This session focuses on differentiation of instruction as one model for the inclusive class. First the distinction between a direct instruction lesson plan and a differentiated lesson plan will be explored. Next, specific differentiated tactics such as the use of humor movement, chanting and RTC procedures will be modeled.

David Sousa Helping Students Become Better Readers Through Brain Science

Donald Deshler One Size Doesn't Fit All! Using the Content Literacy Continuum to Meet the Diverse Needs of Struggling Adolescent Learners

Successfully teaching struggling adolescent learners is especially challenging because their academic, social, and motivational needs are so diverse. The Content Literacy Continuum (CLC) has emerged as an effective framework for mobilizing secondary teachers and administrators and targeting the right kinds of interventions to improve student outcomes. This session will describe the CLC and Demonstrate a variety of interventions designed to meet the diverse needs of struggling adolescents.

Accessing the General Education Curriculum with Content Enhancement Routines

Successfully teaching rigorous subject matter content to academically diverse classes so they meet state standards is an enormous challenge. Content Enhancement Routines were developed to help address that challenge. This workshop will explain this alternative approach to instructional planning and teaching. Several content enhancement routines will be modeled and participants will have the opportunity to practice constructing and using then during the workshop.

Toby Karten Implementing Inclusion

Administrators, teachers, students, and related staff can all apply successful strategies in inclusionary settings. This workshop will focus on how achievements can be obtained for students of all ability levels. Cognitive, academic, social and behavioral gains are easily within everyone’s reach when proactive pragmatic plans are in place. Topics beyond inclusion include; curriculum, classroom management, collaboration, and assessment issues. The ultimate goal is to demonstrate how inclusion can maximize the potentials and competencies of both educators and students.