Have you noticed your mood change if there has been just one too many rainy days? Does it shift depending on if you are driving on a busy freeway or having a picnic at the park? It won’t surprise you to know that our environments have a significant impact on how we feel and what […]Read More Inclusive Classroom Design: Creating a Space for All
Modifying curriculum for students who do not yet have an understanding of grade level content has long been the sole responsibility of the special education teacher. However, since the goal of inclusion is to include the student in as much of the general education environment and curriculum as possible, then we have to expect that […]Read More How to Include Students with Disabilities by Modifying Curriculum in 3 Easy Steps!
With inclusion comes questions, both from parents of students with disabilities and from parents of students who don’t have disabilities. Here are some of the more common questions we’ve heard and some answers through both an educator and parent lens. Nicole Eredics, an experienced full inclusion teacher, answers the questions from a teacher’s perspective. Amanda […]Read More Inclusion FAQs: A Parent and Educator Guide
Nicole Eredics and Renay Marquez Renay: As soon as a student moves into the age where teachers pass out a syllabus, grades become a ‘thing’. Concretely, grades are broken out usually by percentages. An example of grading might look something like this: Classwork————————-15% Homework———————– 10% Quizzes —————————-20% Tests ——————————–20% Projects —————————-30% Participation/Citizenship —-5% This probably […]Read More Making Grades–Secondary