Resource Teachers

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

Par (auteur) Jennifer Katz
Catégories: Formation des enseignants, Enseignement supérieur, Éducation, Sciences humaines et sociales
Séries: Teaching to Diversity
Éditeur: Portage & Main Press
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Paperback : 9781553795018, 187 pages, Décembre 2013

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Table des matières

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

La 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