The two big ideas of this chapter are Universal Design for Learning and Inclusion. 1.

Read the case study about Dani Gonzalez. For which subjects is Dani included in the general education classroom with her nondisabled peers? Dani learns writing, science, and social studies with her non disabled peers. For which subjects does Dani receive specialized instruction from Lauren Priest, her special education resource room teacher? Dani learns reading and math with Lauren. Universal Design for Learning: 2. Give a definition of UDL (Universal Design for Learning) in your own words. UDL assures that all students can learn general education by using curriculum and supplies that are universal and can be used by all. So technology and content and supplies are all usable for everyone in the class, not just the kids with disabilities and not the ones without. 3. What are the three elements of UDL? Give an example of what each element might look like in the classroom. Multiple Means of Representation: Relates to the materials that teachers use to represent the content they are asking their students to learn. Teachers achieve this by using multiple different ways of representing information such as texts, pictures, power points, audio, video and performance. Also by using different ways of delivering information such as lectures, role playing, computers, etc. Multiple Means of Action and Expression: concerns how the materials provide alternative ways for student to demonstrate knowledge. Teachers can use many different ways to assess students such as papers, presentations, drawings, portfolios, and exams. Multiple Means of Engagement: Deals with how the materials take advantage of students interests and motivations to engage them in learning. They can use different materials, manipulatives and ways of learning to keep students engaged in the topic and learning it. They could also set goals to make students want to learn. Inclusion 4. What is Inclusion? What does IDEA say about inclusion? Inclusion is when students with disabilities are included in general education and extracurriculars with students without disabilities. IDEA's least restrictive environment principle underlies inclusion and says that students with disabilities should participate in the schools academic, extracurricular, and other activities with students without disabilities.

5. Briefly summarize the four key characteristics of inclusion: a. Home-school placement Students attend the same school as the other children in their neighborhood which contributes to the learning community sense. b. Principle of natural proportions For example, if 10% of students in a school district have disabilities, then if a classroom has 30 students, no more than 3 should have disabilities. c. Restructuring teaching and learning General and Special educators work together with families, students and service providers to provide supplementary aids and services to students. d. Age and grade appropriate placements Students spend most of their time with students of their age. For example, a fifth grade student with disabilities is in the same class and activities with other fifth graders. 6. What student outcomes are associated with inclusion for students with disabilities? Students gain social and communication benefits from their involvement. Students also benefit academically from involvement in general education classrooms. They are also more likely to have access to the general education curriculum. 7. Promoting student progress: Describe the following 3 actions that promote student progress: a. Creating Learning Communities Educators need to create learning environments in which students respect and value each other and and everyones unique differences. Students also understand their role and responsibilities, work in a self directed manner and participate in classroom rules. When all of this is achieved, effective instruction will take place. b. Designing Units and Lessons Teachers must design units and lessons based on what the student needs to have mastered by the end of the year, they must start planning by starting with what needs to be learned by the end of the year and decide what needs to be learned when in order to accomplish all of the lessons. They need to have objectives of what all students, including students with disabilities, need to learn and the big ideas they need to know.

c. Implementing Schoolwide Instructional Strategies This is when schools implement high-quality school wide instructional strategies that promote students progress in the general education curriculum and work in all classrooms. One big school-wide procedure is Response to Intervention. This is a way to determine whether students need more intensive instruction by providing increasingly intense levels of assessments. Another is positive behavior support. This is a systems level, problem solving oriented, data based approach to reducing problem behavior and achieving important outcomes for students and the school in general. 8. As a regular education teacher, what do you think would be the benefits and challenges to having students with disabilities in your general education classroom? I think the challenges would be that it is hard to teach things in ways for them to understand and meet their educational goals. Another challenge would be that other students would have to understand why the student is unique and just like them as they are all unique too. The benefits would be to have diversity in the classroom and be able to teach about it. Also to be able to make a difference in that students life and help them achieve great things.