If you have students in middle and high school who regularly show up without supplies, consider letting them keep a second set of materials in the classroom.

This website is dedicated to promoting inclusive schooling and exploring positive ways of supporting students with autism and other disabilities. Most of my work involves collaborating with schools to create environments, lessons, and experiences that are inclusive, respectful, and accessible for all learners.

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New laminated pamphlet and giveaway! Literacy Instruction for Inclusive Classrooms

Posted on June 20, 2012 in Inclusion, Literacy, News

Some of you may know that I created a laminated pamphlet on the topic of inclusive schooling and autism. The cards are easy to tuck away in lesson plan books or in desk-top drawers, so many teachers told me that they used them as “cheat sheets” for creating adaptations.

Based on feedback from those who liked the size and portability of the card, I decided to create another one on inclusive literacy instruction.

This time, I got to work with my friend (and co-author of A Land We Can Share), Kelly Chandler Olcott. Some of the topics we address on the card are:

  • allowing alternatives to book reports
  • making written work workable
  • making the most of peer support
  • inviting collaborators in literacy instruction
  • selecting formal literacy instruction
  • designing literacy centers for all
  • and more!

To celebrate this new product, I am doing a giveaway contest this week. Just share your favorite inclusive literacy idea for supporting literacy learning in the inclusive classroom on this blog post or on Facebook to enter the drawing. I will give away three laminated cards on Sunday, June 24nd at 5:00 CST.

If you are interested in ordering copies of this new resource, feel free to visit the website of National Professional Resources or just email us here at booksales@paulakluth.com.

Comments

  1. From Elle on 20 Jun 2012

    I teach a self contained class of students with autism, but I also have students who go out to inclusion. One of the best strategies that I have used is to have a choice board of activities the student can choose from to demonstrate understanding of the material. I try to put things on the board that the individual student prefers. I have found that students can effectively show me they understand topics if they can present information in a manner that is meaningful to them. Also, by giving the students a choice, they feel they have some control about what they do in class.

  2. From alicia on 21 Jun 2012

    My fabulous 10-year old spends most of her day included in the general education classroom. She has significant support needs and is learning to use picture icons with words on the bottom to communicate. For writing projects she selects several of her favorite ‘words’ from a her communication book or pile / array of icons then works with a small group of friends to create a story. After the story is done, her friends record it into one her voice output devices (Cheap Talk 8) with the picture icons on the buttons corresponding to the sentence where the word appears. She then reads their story to the class with the VO device. It’s pretty awesome!

  3. From Jaci on 24 Jun 2012

    In order to accommodate students with learning disabilities to keep them in the general education environment as much as possible, we have worked to get many audio versions of books that the classes read. We set up listening stations that all students in the classroom are welcome to utilize.

  4. From Carla on 24 Jun 2012

    The student I work with was getting less motivated to copy the daily writing activity from the board. We made up printing sheets with a picture of a topic of interest to him – Lord of The Rings, Journey to the Center of the Earth – and came up with sentences that pertained to the picture and incorporated the sight words that he was working on.

  5. From Gena Corbitt on 24 Jun 2012

    I am not familiar with your cards. However they look like a great resource. I am a special education teacher in a pull out program. I try to support what the teachers are doing in the regular classroom. I modify assignments and provide extra support. I would love these cards as a resource!

  6. From Lisa Steiner on 24 Jun 2012

    I had an autistic student last year in my third grade regular education classroom that enjoined reading with a friend. They would each take turns reading a page aloud from a book they chose together, and the other one would summarize before continuing by stating “I just heard you read…”. If my autistic student wasn’t able to tell what was just read when it was his turn, his friend would re-read the page and summarize it for him. Selective pairing with a patient and kind peer is key, but the activity was a big hit with all my students. It’s one of those great “universally designed” activities.

  7. From Jennifer Selvek on 24 Jun 2012

    I teach Kindergarten in a regular education classroom. I work closely with the special education teachers at my school as part of the inclusion model since I also have my masters in Special Education. We co-teach during our literacy centers. This past year I had an autistic student and I was always looking for “ideas” which would help him academically and socially. A fellow co-worker mentioned your blog and I have been a visitor ever since. I would love to have a set of your cards to use as reference to implement different ideas in my classroom. I would also share the cards with my team members and my fabulous co-teacher.

  8. From Kathy Kurowski on 24 Jun 2012

    I am going to be starting the Daily 5 this year and I know that “Read With/To Someone” maybe difficult for some students. So as a modification (in my head I am thinking of ideas) I am thinking of providing pictures of their family members, or characters in books they enjoy, stuffed animals, etc if students are uncomfortable doing such. Even if it is just temporary it might be a way to ease into it? I am also planning on having family members record stories on tape for them to listen for the other component of listening to the other person read. Hopefully this makes sense

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