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-placing students with disabilities in a general education classroom with students who do not have any disabilities- could be all day or part of the day with the support of an aid; designed for all students to succeed in the classroom of all ability levels
-neuro-typical students gain greater sense of acceptance and benefit from using tools designed for students who are struggling
-students with disabilities learn important social skills from peers
-teachers need support and resources from administration
-co-teaching is one of the biggest used methods to create an inclusion classroom
-all teachers need to have an open-mind and sense of efficacy
AMLE connections
-challenging curriculum
-multiple learning approaches
Connections to Field
-David h. Ponitz Career and Technical Center
--> in a co-taught placement

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Summary:
-IDEA defines assistive technology as: "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability"
-the goal of AT is to enhance the learning experience of students through low, mid, and high technology devices
Connection to AMLE:
Multiple Learning Approaches
- specific devices for each student's needs
-integrating AT into UDL lesson plan can be beneficial for all students in a classroom
Connection to Field:
-student in my field placement uses AT to communicate (Augmentative Communication Device)- levels the playing field for him

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Abstract
- Science, Technology, Engineering, and Math otherwise none as STEM have come to the forefront of education. STEM education is rising due to the demand of STEM careers.
- The benefits of STEM for students are great and providing this curriculum for them increases there interest in school
AMLE Connection
-Multiple Learning Approaches, STEM utilizes multiple learning approaches such as active learning, problem-based learning, and cooperative learning to peak students interest and get them involved in the curriculum.
Field
John Hole MS- Bridge Building Activity

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Methods to Assist Struggling Readers in the Middle School Grades

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Methods to Assist Struggling Readers in the Middle School Grades

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Abstract:

-Students can live with the effects their entire lives

-Common themes:

-selecting appropriate materials

-developing reading fluency

-increasing vocabulary

-building comprehension

differentiating instruction.

-Research shows that when teachers provide multiple learning opportunities for diverse learners, that is when the most success occurs.

Connection to Association of Middle Level Education (AMLE):
-Multiple Learning Approaches and Professional Development
-key to multiple learning approaches is that it accommodates diverse learners, individual students’ abilities,       and prior knowledge

Connection to Field:
- Orchard Park Elementary - A student in my field placement struggles with decoding words.  When I am there for the math lesson she takes longer than the rest of the class to complete her morning work.  The word problems have become a serious challenge for her.

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PBL and Mathematics- Student Motivation and Engagement 

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PBL and Mathematics- Student Motivation and Engagement 

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-Problem based learning focuses on using real-world problems to teach concepts
-Real world connections increase student engagement in math through connections made to topic outside of typical math setting
- Connection to AMLE:
Active Learning and Challenging Curriculum
- Students at the center of the learning process and actively creating meaning during learning
- Curriculum challenges students and is relevant to their lives
- Connection to Field:
- Wright Brothers Middle- Difficulty seeing connections to own lives, integrating

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Reading Interventions for Struggling Readers

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Reading Interventions for Struggling Readers

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Abstract:
-Almost 2/3 of both fourth graders and eighth graders are reading below grade level. It is crucial that at this level middle school students know how to read because there is a shift from learning to read to reading to learn. In order to help our struggling students, teachers need to provide ways to get students motivated to read in addition to providing appropriate  instruction at the middle level.

AMLE:
Chapter 4: Educators use multiple learning and teaching approaches.
-Providing students with text material that they are interested in and using resources such as graphic organizers and guided notes will help students understand the material better
-Shifting from primarily decoding strategies to vocabulary and comprehension strategies allows for teachers and students to interact with a text and practice useful reading techniques to understand the material.

Connection to the field:
I saw high school students working for an hour and fifteen minutes on a phonics-based reading program and the students were unengaged and bored with the task. It was required by the district that they complete these courses in their lower level reading class, but this program has proven to be ineffective for these students.

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After- School Programs for At- Risk Students

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After- School Programs for At- Risk Students

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Abstract:

The number of at-risk students in the US is on the rise, resulting in an increase of after- school programs for youth

1 in 5 students attend an ASP

At-risk youth: Account for 21 million students in the US

High risk of negative life outcomes (difficulty in school) due to factors that are out of their control (economic status, race, home life)

After-school programs positively effect all students physically, socially, emotionally and academically

Connection to AMLE: Active Learning and Multiple Learning Approaches

After-school programs reinforce what students are taught in school

Many ASP's offer experiential learning

Mentoring offers students individualized help

Other connections: Shared Vision, Community and Business Parters

Connection to Field:

PVS- Voyager AfterSchool Program: Discovery- based learning