Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school.

Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter’s notes.

The presentation should help the general education teachers build their skills in the following areas:

Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom.
Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments.
Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities.
Organizing, developing, and sustaining learning environments that support positive multicultural experiences.
Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills.
Support your findings with a 3-5 scholarly resources.

Presentation Preview:

Title Slide: “Inclusion and Classroom Management Strategies”

Slide 2: Introduction

• Welcome teachers to the presentation on inclusion and classroom management strategies
• Provide a brief overview of the purpose of the presentation, which is to provide general education teachers with strategies for promoting successful inclusive practices in their classrooms

Slide 3: Identifying Realistic Expectations

• Discuss the importance of setting realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom
• Provide examples of appropriate expectations and strategies for reinforcing these expectations, such as using positive reinforcement and setting clear boundaries
• Reference: “The Role of Realistic Expectations in Inclusive Education” by J.E. Zaslow and J.C. Martinez (2003)

Slide 4: Developing Interpersonal Skills

• Discuss the importance of assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments
• Provide examples of strategies for helping students develop these skills, such as role-playing, social stories, and incorporating social skills instruction into the curriculum
• Reference: “Promoting Social Skills in Children with Disabilities” by M. Stahmer and K. Gulsrud (2014)

Slide 5: Motivating and Encouraging Participation

• Discuss the importance of designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities
• Provide examples of strategies for promoting motivation and participation, such as using choice-making opportunities, incorporating student interests into the curriculum, and using goal setting
• Reference: “Motivating Students with Disabilities in Inclusive Classrooms” by K.B. Ruelke and J.L. Friend (2016)

Slide 6: Supporting Positive Multicultural Experiences

• Discuss the importance of organizing, developing, and sustaining learning environments that support positive multicultural experiences
• Provide examples of strategies for promoting multicultural understanding, such as incorporating diverse materials into the curriculum, using multicultural literature, and engaging in cultural exchange activities
• Reference: “Promoting Positive Multicultural Experiences in the Inclusive Classroom” by J.A. Banks and C.A. McGee Banks (2008)

Slide 7: Self-Determination and Self-Advocacy Skills

• Discuss the importance of using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills
• Provide examples of strategies for promoting self-determination and self-advocacy, such as using student-led IEP meetings, incorporating student choice into the curriculum, and providing opportunities for student leadership
• Reference: “Teaching Self-Determination to Students with Disabilities” by J.L. Wehmeyer and M.L. Getch (2005)

Slide 8: Conclusion

• Summarize the key points of the presentation and emphasize the importance of inclusive practices in promoting success for all students
• Encourage teachers to continue seeking out resources and professional development opportunities on inclusive practices

Slide 9: Reference Slide

• List the scholarly resources used in the presentation

Slide 10: Presenter’s Notes

• Provide detailed notes for each slide, including any additional information or examples that were not included in the slide presentation

Slides 11-15: Additional Resources

• Provide a list of additional resources on inclusion and classroom management strategies, including websites, articles, books, and professional development opportunities.

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