Live and Interactive! Thursday, April 25, 2013 at 2PM EASTERN
About this Session
This interactive training session provides teachers with a structured time to think and plan to enhance their students’ participation in the general education curriculum. Many teams have become outstanding supporters of inclusive education. However, what are the students’ goals in that setting? How much involvement do they have with the general education curriculum? What are the goals for the student’s academic achievement? Have we fully considered all the ways the student can attain access to and demonstrate an understanding of the general education curriculum? By the end of the session, participants will have identified strengths of one student with whom they work; determine ways that the student can access general education content, engage in the general education curriculum, and demonstrate understanding of that curricular content; develop academic goals for their student; begin to think about systematic ways to engage in the curricular planning process for students with significant disabilities. Appropriate for teachers who regularly teach students with significant disabilities and teachers who are trying to include students with disabilities in a general classroom.
**Participants are strongly encouraged to have a student’s program available to complete the activities within the presentation.**
Dr. Stacey Skoning is an associate professor and chair of the Department of Special Education at the University of Wisconsin – Oshkosh. Her BSEd and MSED were both in special education while her PhD was in Curriculum and Instruction. As a K-12 teacher, she taught in many environments including elementary, middle, and high schools. Dr. Skoning’s teaching experience began in segregated special educational settings before moving to a resource model and eventually an inclusive teaching model. In these settings, she taught students with Learning Disabilities, Emotional Disorders, Cognitive Disabilities, and Autism. Dr. Skoning’s current research focuses on developing new teaching methods and strategies that better support all students within the general education setting, whether they have disabilities or gifts and talents.
Dr. Denise Clark has taught pre-service and in-service special education teachers at University of Wisconsin Oshkosh for twelve years. She has a strong interest in providing appropriate supports that allow students with significant disabilities to be fully participatory members of general education classrooms and have equitable access to general education curriculum. Her current line of research investigates students with significant disabilities access to literacy instruction and other academic content. She received her Ph.D. in Special Education from University of Florida, her master’s degree from Buffalo State College, and degrees in Early Childhood Education and Psychology from SUNY Fredonia. As a K12 teacher, she taught students with severe disabilities at the secondary and elementary levels.