Resource Teachers
A Changing Role in the Three-Block Model of Universal Design for Learning
Published on 23. January 2014
Book
Paperback/Softback
187 pages
978-1-55379-501-8 (ISBN)
Description
In Resource Teachers, Dr. Jennifer Katz describes the fundamental shift in the role of the resource teacher in the inclusive classroom (outlined in her previous book, Teaching to Diversity). Dr. Katz discusses practical and innovative ways to partner with classroom teachers to create inclusive learning communities - by co-planning, co-teaching, and co-assessing instruction - with less emphasis on traditional practices of pull-out remediation, IEPs, and modified programming.
More details
Language
English
Place of publication
Canada
Target group
Interest Age: From 1 to 12 years
Product notice
Paperback (trade)
Illustrations
Illustrations
Dimensions
Height: 266 mm
Width: 199 mm
Thickness: 13 mm
Weight
486 gr
ISBN-13
978-1-55379-501-8 (9781553795018)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Jennifer Katz
Resource Teachers
A Changing Role in the Three-Block Model of Universal Design for Learning
E-Book
12/2013
Portage & Main Press
€22.49
Available for download
Person
Jennifer Katz, PhD, taught for 16 years in diverse classrooms from K to 12, including special education and inclusive classrooms in Winnipeg and Vancouver. She has also served as a resource teacher and counsellor. Her work as an advocate of inclusive education has spanned several countries, provinces, and territories, and multiple audiences, including students, parents, teachers, educational leaders, and curriculum and policy development ministries. Dr. Katz received the MCEC Outstanding Achievement Award for Leadership, 2016. She now serves as an Assistant Professor of Inclusive Education at the University of British Columbia.
Content
Table of Contents
Acknowledgments ix
Section One: Introduction xi
Chapter 1: The Three-Block Model of Universal Design for Learning 1
Chapter 2: What We Mean by "Inclusive" 9
Social Inclusion and Social Exclusion 11
Social Inclusion of Students with Exceptionalities 11
Social Inclusion of FNMI Students 12
Academic Inclusion and Academic Exclusion 15
Canada and UNESCO's Goal of Education for All 16
Interactive Inclusion 17
Section Two: Resource Teacher as Educational Leader and Collaborator 19
Chapter 3: Response to Intervention in Universal Design for Learning 21
A Tiered System of Interventions 22
RTI Tier 1 22
RTI Tier 2 23
RTI Tier 3 24
Role of the Resource Teacher in RTI24
Chapter 4: Tier 1 - Supporting Inclusive Instructional Practice 27
Disability and Disabling Environments 28
Collaborative Practice29
Co-Teaching 31
Working with Educational Assistants 33
Chapter 5: Ecobehavioural Assessment in Tier 1 and Tier 2 35
Universal Design for Learning 36
Mental Models: Assessment Frameworks 39
Multiple Intelligences 40
Neurodevelopmental Constructs 40
Ecobehavioural Assessment in a UDL Context 48
Section Three: Individualized Assessment for Tier 2 and Tier 3 Supports 55
Chapter 6: Types of Individual Assessment in Tier 2 and Tier 3 57
Categories of Funding Models 57
Types of Assessment 58
Three Levels of Assessment 58
Assessments for Education Grouped into Four Subtypes 60
How Test Scores Are Measured and Reported 61
Blending the Traditional and RTI Models 62
Chapter 7: Gathering Information and Building Learning Profiles 65
File Reviews and Work Samples: The Process 67
Step 1: File Summaries 67
Step 2: Portfolio Analysis 67
Developing Assessment Plans 70
Assessments Based on Curriculum 74
Chapter 8: Gathering Information for Levels A and B Assessments 79
Conducting Assessments 79
Beginning an Assessment 80
During the Administration 84
After Completing the Assessments 84
Scoring Level B Tests 84
Analyzing and Interpreting Results 86
Debriefing Assessments 93
Chapter 9: Functional Behaviour Assessment and Building Behaviour Profiles 95
Types of Behaviour 98
Neurological Underpinnings of Behaviour 99
Human Needs and Behaviour 102
Tier 1 and Tier 2 Supports 103
Functional Behaviour Assessment 104
Conducting a Functional Behaviour Assessment 105
Section Four: Individualized Programming for Tier 2 and Tier 3 Supports 109
Chapter 10: From Assessment to Programming a Universally Designed IEP 111
IEP Planning Teams 111
Individual Education Plans 112
Chapter 11: Diagnosis and Funding Categories 121
Applying Scores to Assessment of Learning Disabilities 122
Interpreting Assessments 123
Diagnosis and Family Acceptance 124
Debriefing Families about Diagnostic Testing 125
Funding Based on Diagnostic Labels126
Chapter 12: Including Students with Mild to Moderate Disabilities 129
Intensive Skill Interventions 130
Reading Interventions 132
Writing Interventions 139
Numeracy Interventions 139
Emotional and Behavioural Interventions 140
Conclusion 141
Chapter 13: Including Students with Significant Disabilities 143
Modified Programs and UDL 143
Supporting Academic Inclusion147
Cognitive Skills 149
Self-Help and Life Skills 151
Literacy and Numeracy 151
Creating Visual Scripts and Social Stories 153
Challenging Behaviour 155
Conclusion 156
Chapter 14: Including Students Who Are Gifted 157
Gifted Education - A Field Divided157
Identification and Educational Outcomes 160
Emerging Conception of Giftedness 160
Tier 1 and the Student Who Is Gifted 161
Tier 2 and the Student Who Is Gifted 162
Analyzing Gifted Portfolios 164
Demystifying Students Who Are Gifted 164
UDL and Students Who Are Gifted 165
Conclusion 167
References 169
Provincial Documents 173
Test Instruments 174
Appendix A 177
A.1 Guess the Covered Word 178
A.2 Click and Clunk Card 179
A.3 VAKT 180
Appendix B 181
B.1 Student Survey 182
B.2 Teacher Survey 184
B.3 Parent Survey 186
Acknowledgments ix
Section One: Introduction xi
Chapter 1: The Three-Block Model of Universal Design for Learning 1
Chapter 2: What We Mean by "Inclusive" 9
Social Inclusion and Social Exclusion 11
Social Inclusion of Students with Exceptionalities 11
Social Inclusion of FNMI Students 12
Academic Inclusion and Academic Exclusion 15
Canada and UNESCO's Goal of Education for All 16
Interactive Inclusion 17
Section Two: Resource Teacher as Educational Leader and Collaborator 19
Chapter 3: Response to Intervention in Universal Design for Learning 21
A Tiered System of Interventions 22
RTI Tier 1 22
RTI Tier 2 23
RTI Tier 3 24
Role of the Resource Teacher in RTI24
Chapter 4: Tier 1 - Supporting Inclusive Instructional Practice 27
Disability and Disabling Environments 28
Collaborative Practice29
Co-Teaching 31
Working with Educational Assistants 33
Chapter 5: Ecobehavioural Assessment in Tier 1 and Tier 2 35
Universal Design for Learning 36
Mental Models: Assessment Frameworks 39
Multiple Intelligences 40
Neurodevelopmental Constructs 40
Ecobehavioural Assessment in a UDL Context 48
Section Three: Individualized Assessment for Tier 2 and Tier 3 Supports 55
Chapter 6: Types of Individual Assessment in Tier 2 and Tier 3 57
Categories of Funding Models 57
Types of Assessment 58
Three Levels of Assessment 58
Assessments for Education Grouped into Four Subtypes 60
How Test Scores Are Measured and Reported 61
Blending the Traditional and RTI Models 62
Chapter 7: Gathering Information and Building Learning Profiles 65
File Reviews and Work Samples: The Process 67
Step 1: File Summaries 67
Step 2: Portfolio Analysis 67
Developing Assessment Plans 70
Assessments Based on Curriculum 74
Chapter 8: Gathering Information for Levels A and B Assessments 79
Conducting Assessments 79
Beginning an Assessment 80
During the Administration 84
After Completing the Assessments 84
Scoring Level B Tests 84
Analyzing and Interpreting Results 86
Debriefing Assessments 93
Chapter 9: Functional Behaviour Assessment and Building Behaviour Profiles 95
Types of Behaviour 98
Neurological Underpinnings of Behaviour 99
Human Needs and Behaviour 102
Tier 1 and Tier 2 Supports 103
Functional Behaviour Assessment 104
Conducting a Functional Behaviour Assessment 105
Section Four: Individualized Programming for Tier 2 and Tier 3 Supports 109
Chapter 10: From Assessment to Programming a Universally Designed IEP 111
IEP Planning Teams 111
Individual Education Plans 112
Chapter 11: Diagnosis and Funding Categories 121
Applying Scores to Assessment of Learning Disabilities 122
Interpreting Assessments 123
Diagnosis and Family Acceptance 124
Debriefing Families about Diagnostic Testing 125
Funding Based on Diagnostic Labels126
Chapter 12: Including Students with Mild to Moderate Disabilities 129
Intensive Skill Interventions 130
Reading Interventions 132
Writing Interventions 139
Numeracy Interventions 139
Emotional and Behavioural Interventions 140
Conclusion 141
Chapter 13: Including Students with Significant Disabilities 143
Modified Programs and UDL 143
Supporting Academic Inclusion147
Cognitive Skills 149
Self-Help and Life Skills 151
Literacy and Numeracy 151
Creating Visual Scripts and Social Stories 153
Challenging Behaviour 155
Conclusion 156
Chapter 14: Including Students Who Are Gifted 157
Gifted Education - A Field Divided157
Identification and Educational Outcomes 160
Emerging Conception of Giftedness 160
Tier 1 and the Student Who Is Gifted 161
Tier 2 and the Student Who Is Gifted 162
Analyzing Gifted Portfolios 164
Demystifying Students Who Are Gifted 164
UDL and Students Who Are Gifted 165
Conclusion 167
References 169
Provincial Documents 173
Test Instruments 174
Appendix A 177
A.1 Guess the Covered Word 178
A.2 Click and Clunk Card 179
A.3 VAKT 180
Appendix B 181
B.1 Student Survey 182
B.2 Teacher Survey 184
B.3 Parent Survey 186