This course will provide participants descriptions of disorders that fall under the autism spectrum. Participants will review the latest research in the autism field and legal aspects of having students with autism in the classroom. We will explore fostering social competence in students with autism, developing and implementing IEPs for students with autism, and how to best meet these students’ needs in an inclusive classroom while promoting acceptance from the other classmates. Participants will take with them practical educational and instructional strategies related to research-based inclusive practices to implement within their classroom.
With more and more students being diagnosed with ADHD, it is important for educators to examine their perceptions and expand their knowledge base of this disability category in order to meet the needs of these students in an inclusive classroom. Throughout the course, participants will explore the debate surrounding medication and the myths associated with ADHD. Furthermore, they will complete activities providing them with first-hand experience about what it is like to live with ADHD. With the information covered in the course, participants will take away inclusive practices to implement across all school environments.
- Teacher: Michael and Rhonda Bielawski
With approximately 7 to 8% of students being diagnosed with learning disabilities, it is important for educators to examine their perceptions and expand their knowledge base of learning disabilities in order to meet students' needs in an inclusive classroom. Given the information provided throughout the course, participants will have the opportunity to more completely understand what learning disabilities are, how they are identified and how inclusive practices are utilized and managed in the educational setting. It is with this knowledge through viewing videos, examination of research, discussions amongst colleagues, review of legal cases, assessment of student case studies and development of sample lesson plans, IEP goals, accommodations and modifications, and an action plan that participants will have tools to implement inclusive practice strategies within their classroom to promote and increase student achievement for all students with learning disabilities. Pennsylvania’s Resiliency/Wellness Framework elements of high expectations for students with learning disabilities, meaningful student engagement amongst students with learning disabilities, connectiveness and bonding with students with learning disabilities, skills for life for our students with learning disabilities, clear and consistent boundaries for our students with learning disabilities as well as unconditional support for these students will be covered throughout the course.