Inclusive Teaching and Design for Students with Complex Profiles
Date:
May 1 @ 8:30 am – 2:30 pm
Price:
Topics:
- General Education
- |
- Special Education
Instructor(s):
Jacqueline Feiss, M.Ed.
Event Type:
Virtual
Professional Learning Hours:
5
Intended Audience:
All K-12 educators, including general educators, special educators, and related service providers. Teams are encouraged to attend together.
Participants must attend all events:
- Event Date
- Event Date
Teachers are often trained to plan for a narrow range of learners, historically centered around the idea of an “average” student. In inclusive classrooms, this model no longer reflects reality. Students with complex communication, sensory, motor, and learning profiles require intentional systems to ensure meaningful access to grade-level learning.
This workshop will support educators in creating a concrete, repeatable, six-step system for modifying instruction to meet the needs of students. Each step is designed for collaborative input from multiple team members – classroom teachers, therapists, paraprofessionals, and specialists all contribute essential perspectives and strategies. Emphasis will be placed on building student independence through predictable routines and structured supports, while maintaining high expectations for meaningful participation. Participants will leave with practical tools to design instruction that both promotes autonomy and consistency, and aligns with grade level standards.
Participants will”
- Identify key characteristics of effective inclusive practices for learners with complex profiles.
- Learn strategies to scaffold grade-level content standards to increase meaningful participation using the alternative access points in the Essential Elements and Core Content Connectors resources.
- Learn how to use an accessibility planner to support access and independence across the school day.
- Discuss collaborative IEP goals and effective co-planning structures that apply to the accessibility planning process.
- Consider supplemental supports and predictable routines that promote generalization and independence across the learner’s day (content areas, environment, independent work time).
