Inclusive classroom by Kyung Choi https://padlet.com/kyungyeunchoi/j0k63gsgx4gv en-us 2018-05-08 14:06:19 UTC 2025-12-16 05:56:54 UTC hello@padlet.com 3 key features of inclusive classrooms kyungyeunchoi https://padlet.com/kyungyeunchoi/j0k63gsgx4gv/wish/258915143 1.     Students with disabilities participate in shared activities with neurotypical students in the class
2.     The classroom is formed based on universal designed learning characteristics which means students with disabilities who may need assistive technology still have enough space and strategies to participate in general education classroom
3.     Teachers should not assume that students with disabilities are not able to  participate in the same tasks as other neurotypical students (Least Restrictive Environment). By means of accommodation or modification, students with disabilities still can get access to the general education curriculum.

]]> 2018-05-08 14:07:31 UTC https://padlet.com/kyungyeunchoi/j0k63gsgx4gv/wish/258915143 Include 2 examples of non-inclusive practices to offer a “compare/contrast” that will enlighten the school board about the changes you are envisioning. Refer to your Downing text and the section on what Inclusion is and isn’t. kyungyeunchoi https://padlet.com/kyungyeunchoi/j0k63gsgx4gv/wish/258915517 1.     When other students are doing a science project in the classroom, students with disabilities have to get pulled out for their reading group lessons.
2.     Students are participating in the circle time by raising their hands to share ideas. A non-verbal student is physically in the circle with their peers but they do not have assistive technology for speaking, so they can only watch. 

]]> 2018-05-08 14:08:15 UTC https://padlet.com/kyungyeunchoi/j0k63gsgx4gv/wish/258915517 3 research-based practices that you’ve learned about this semester that would support inclusive practices with a brief description of each. Use 1 quote from readings in your description for each practice (3 quotes total). kyungyeunchoi https://padlet.com/kyungyeunchoi/j0k63gsgx4gv/wish/258915794 1.     Positive behavior support (PBS) is a school wide three-tiered system. This means that the majority of students generally respond well toward a positive and supportive learning environment through appropriate feedbacks and interactions with educators (tier 1). However, some students may need additional support and prompts to improve in their learning (tier 2). Specific groups of students need individualized instruction and more explicit and targeted learning support than students from tier 1 and 2 support (tier3). pp. 13-14
2.     Students get benefits from visual prompts such as gestures, modeling, and pictorial information. These are simple visual prompts, but they help students to visualize some abstract concepts in concrete ways. Visual prompts can be used for all students regardless of how severe a disability they may have. pp. 26
3.     Some students are struggling in understanding and performing socially appropriate behaviors in certain situations. In this case, ecological assessments are used to observe and analyze students’ behaviors and prepare initial plans for interventions by using natural cues and various prompts. These assessments instruct students on how to make appropriate behavior choices in specific environments. pp. 47-49  

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