PROFESSIONAL LEARNING SERIES:  Inclusive Teaching for All Teachers

Part 1:  The Principles and Models of Inclusive Teaching-February 29, 2016

Best for general education teachers of K-12

This series of mini-courses is designed to deepen general education teachers’ understanding of inclusive teaching through the principles of Universal Design for Learning; models for differentiated instruction, curriculum, and assessment; and strategies for student access, engagement, and participation.  Workshop topics will include a variety of specific instructional models and strategies, assessment for learning, and the implementation of positive behavioral supports and student motivational systems.  The workshops will also address issues of the Common Core and provide strategies for making meaningful use of the Common Core Standards within inclusive classrooms. The workshop will be cotaught by a general and a special education teacher/ Board Certified Behavior Analyst with more than 20  years of experience working with students and teachers in inclusive classrooms.  It is recommended (but not required) that teachers attend all four of the workshops in this series for a holistic understanding of inclusive of inclusive teaching. 

Although participants are not required to attend all workshops, the courses in this series build upon each other and it is recommended that they are taken in sequence.

Title: Part 1: The Principles and Models of Inclusive Teaching 
Date: February 29, 2016
Time: 4:00-6:00 PM
Instructor: Francesca Ciotoli & Lisa Berkowitz, Montclair State University
Location: Belleville High School-100 Passaic Ave, Belleville, NJ 07109, Room 252

Description: This introductory workshop will provide participants with guiding principles of inclusive teaching, including Universal Design for Learning, differentiation, coteaching, and response to intervention.  Using these frameworks, participants will gain an understanding of the different ways to approach curriculum, assessment, and instruction for meeting the needs of diverse students.  The use of prompting techniques, the fading of supports, chaining and the breaking down of teaching components into attainable short term goals will also be discussed.  Participants will be given resources to begin applying the principles inclusive teaching in their own classrooms.

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