M O D U L E G U I D E
D I R E C T I O N S
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BEFORE going through this module, download your guided notes and complete the self-assessment rating your prior knowledge on this topic from 1 to 5. As you're going through this module, jot down ideas, questions, future goals and reflections.
Click on the picture or here. |
W A T C H P P T S
Each narrated PPT is less than 20 minutes. Make sure to download your Guided Notes.
To download resources
mentioned in the PPTs, click here.
To download resources
mentioned in the PPTs, click here.
V I E W C L I P S
Why Include?
Here are some clips about people doing incredible things! It's important to note that these accomplishments would be considered amazing based on any individual, not just a person with special needs. Choose at least 4 clips.
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Chris Burke, Actor
Meet Chris Burke, an amazing actor. Listen to him talk about his acting career and what it was like growing up with Down syndrome. Tim Harris, Restaurant Owner
Learn about how Tim Harris started his own restaurant. His joy for working is contagious! Very few people can start their own company. He's an inspiration for all people who want to become leaders in their community. |
Jodi DiPiazza, Pianist
Get out the Kleenex for this moving video as Jodi gets to play piano with her role model, Katy Perry. Not only is she an amazing pianist, but she can sing as well! We're More Alike than Different
Hear from many individuals who live independently, attend college and achieve their dreams on a daily basis. |
Wade McCrae Washington, Professional Body Builder
Nothing stoped Wade from becoming a professional body builder. Watch his incredible story. Temple Grandin, PhD
Dr. Temple Grandin points out the benefits of having autism and that our world wouldn't be as advance if it weren't for individuals with autism. |
Examples of Inclusion
Here are some examples of inclusion and how individuals benefit from learning alongside typically developing peers.
Choose at least 2 clips.
Choose at least 2 clips.
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Inclusion from Peers' Perspectives
Find out from typical developing peers what they think about inclusion. |
Ruby's Story
Learn about how Ruby experiences inclusion and the resulting friendships that develop. |
Avery's Story
Parents credit inclusion within the Coralwood School for her daughter's abiilty to improve communication from non-verbal to speaking in full sentences. |
R E A D A R T I C L E S A N D E X P L O R E R E S O U R C E S
Choose at least 4 articles or resources
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A C A D E M I C R E S O U R C E S
If you have access to academic journals through your previous university program or school district, here are some additional suggested readings:
- Inclusion & co-teaching:
Scruggs, T. & Mastropieri, M. (2017). Making inclusion work with co-teaching. TEACHING Exceptional Children, 48, 4, 284-293. - Inclusion & peer support:
Carter, E., Moss, C., Asmus, J., Fesperman, E., Cooney, M., Brock, M., Lyons, G., Huber, H., & Vincent, L. (2015). Promoting inclusion, social connections, and learning through peer support arrangements. TEACHING Exceptional Children, 48, 1, 9-18. - Inclusion at the college level:
Griffin, M. & Papay, C. (2017). Supporting students with intellectual and developmental disabilities to attend college. TEACHING Exceptional Children, 49, 6, 411-419.
Questions / Comments
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For comments or questions, email
Dr. Carly Roberts at carober1@uw.edu. |