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Objectives
1. Explain disability and inclusion
2. Describe the dimensions of the
Index of Inclusion and a
school/classroom that is built on
a specific inclusive value
3. Create ways to have a more
inclusive classroom
3 70 2,000
16 values questions
dimensions indicators
Mother
Kind and Difficulty Fish
reads him
friendly focusing
bedtime
stories and
he is
Elaborates interested
Reading on
with details his own
orally
Instructional Accommodations
Presentatio Timing/
Response Setting
n Scheduling
Draw:
Solve:
1+1 =2
RESPONSE
-Completion of tasks in a different
way or with an assistive device.
NKTG: Supporting a More Inclusive Classroom April 2017 45
TIMING/ SCHEDULING
-Variations in the length or
organization of time to complete
tasks.
NKTG: Supporting a More Inclusive Classroom April 2017 46
SETTING
-Variations in the condition of
the learning environment
NKTG: Supporting a More Inclusive Classroom April 2017 47
Inclusive Language
NKTG: Supporting a More Inclusive Classroom April 2017 48
• Address a person/child with a disability
by their first name (person first
language)
• Not calling people without disabilities
“normal” people—this implies that having
a disability is not normal
• Not describing a disability as an “illness”
or a “dysfunction” but simply part of
human diversity