Resource Teachers

A Changing Role in the Three-Block Model of Universal Design for Learning

Table of contents

Table of Contents

  • Acknowledgments ix
  • Section One: Introduction xi
  • Chapter 1: The Three-Block Model of Universal Design for Learning 1
  • Chapter 2: What We Mean by “Inclusive” 9
    • Social Inclusion and Social Exclusion 11
      • Social Inclusion of Students with Exceptionalities 11
      • Social Inclusion of FNMI Students 12
    • Academic Inclusion and Academic Exclusion 15
    • Canada and UNESCO’s Goal of Education for All 16
      • Interactive Inclusion 17
  • Section Two: Resource Teacher as Educational Leader and Collaborator 19
  • Chapter 3: Response to Intervention in Universal Design for Learning 21
    • A Tiered System of Interventions 22
      • RTI Tier 1 22
      • RTI Tier 2 23
      • RTI Tier 3 24
    • Role of the Resource Teacher in RTI24
  • Chapter 4: Tier 1 — Supporting Inclusive Instructional Practice 27
    • Disability and Disabling Environments 28
    • Collaborative Practice29
      • Co-Teaching 31
      • Working with Educational Assistants 33
  • Chapter 5: Ecobehavioural Assessment in Tier 1 and Tier 2 35
    • Universal Design for Learning 36
    • Mental Models: Assessment Frameworks 39
      • Multiple Intelligences 40
      • Neurodevelopmental Constructs 40
    • Ecobehavioural Assessment in a UDL Context 48
  • Section Three: Individualized Assessment for Tier 2 and Tier 3 Supports 55
  • Chapter 6: Types of Individual Assessment in Tier 2 and Tier 3 57
    • Categories of Funding Models 57
      • Types of Assessment 58
      • Three Levels of Assessment 58
    • Assessments for Education Grouped into Four Subtypes 60
      • How Test Scores Are Measured and Reported 61
    • Blending the Traditional and RTI Models 62
  • Chapter 7: Gathering Information and Building Learning Profiles 65
    • File Reviews and Work Samples: The Process 67
      • Step 1: File Summaries 67
      • Step 2: Portfolio Analysis 67
    • Developing Assessment Plans 70
    • Assessments Based on Curriculum 74
  • Chapter 8: Gathering Information for Levels A and B Assessments 79
    • Conducting Assessments 79
      • Beginning an Assessment 80
      • During the Administration 84
      • After Completing the Assessments 84
      • Scoring Level B Tests 84
    • Analyzing and Interpreting Results 86
      • Debriefing Assessments 93
  • Chapter 9: Functional Behaviour Assessment and Building Behaviour Profiles 95
    • Types of Behaviour 98
      • Neurological Underpinnings of Behaviour 99
      • Human Needs and Behaviour 102
    • Tier 1 and Tier 2 Supports 103
    • Functional Behaviour Assessment 104
      • Conducting a Functional Behaviour Assessment 105
  • Section Four: Individualized Programming for Tier 2 and Tier 3 Supports 109
  • Chapter 10: From Assessment to Programming a Universally Designed IEP 111
    • IEP Planning Teams 111
    • Individual Education Plans 112
  • Chapter 11: Diagnosis and Funding Categories 121
    • Applying Scores to Assessment of Learning Disabilities 122
    • Interpreting Assessments 123
      • Diagnosis and Family Acceptance 124
      • Debriefing Families about Diagnostic Testing 125
    • Funding Based on Diagnostic Labels126
  • Chapter 12: Including Students with Mild to Moderate Disabilities 129
    • Intensive Skill Interventions 130
    • Reading Interventions 132
    • Writing Interventions 139
    • Numeracy Interventions 139
    • Emotional and Behavioural Interventions 140
    • Conclusion 141
  • Chapter 13: Including Students with Significant Disabilities 143
    • Modified Programs and UDL 143
    • Supporting Academic Inclusion147
    • Cognitive Skills 149
    • Self-Help and Life Skills 151
    • Literacy and Numeracy 151
    • Creating Visual Scripts and Social Stories 153
    • Challenging Behaviour 155
    • Conclusion 156
  • Chapter 14: Including Students Who Are Gifted 157
    • Gifted Education — A Field Divided157
      • Identification and Educational Outcomes 160
    • Emerging Conception of Giftedness 160
    • Tier 1 and the Student Who Is Gifted 161
    • Tier 2 and the Student Who Is Gifted 162
    • Analyzing Gifted Portfolios 164
      • Demystifying Students Who Are Gifted 164
    • UDL and Students Who Are Gifted 165
    • Conclusion 167
  • References 169
    • Provincial Documents 173
    • Test Instruments 174
  • Appendix A 177
    • A.1 Guess the Covered Word 178
    • A.2 Click and Clunk Card 179
    • A.3 VAKT 180
  • Appendix B 181
    • B.1 Student Survey 182
    • B.2 Teacher Survey 184
    • B.3 Parent Survey 186

Description

Jennifer Katz’s first book, Teaching to Diversity, presented the Three-Block Model of Universal Design for Learning (UDL) as a model for inclusive education. In her second book, Resource Teachers, she describes a fundamental shift in the role of resource teachers—collaborating with classroom teachers in inclusive classrooms. Dr. Katz discusses practical and innovative ways resource teachers can partner with classroom teachers—by co-planning, co-teaching, and co-assessing instruction using the Three-Block Model of UDL. The author offers:
• a tiered system of intervention and collaboration that describes a process for resource teachers working alongside classroom teachers to guide programming for students
• case studies and student examples that model a new process for assessing student learning and behaviour, and for developing IEPs and interventions in universally designed, inclusive ways