TASH invites you to learn about Building Inclusive High School Communities by participating in this exclusive webinar series featuring leading experts on inclusive education. Creating a truly inclusive high school can be an arduous and complex process, especially as schools already face the challenge of raising academic standards through rigorous, high-stakes testing. But as the gateway to adult life, high school should embrace and support all students by creating opportunities for:
- Differentiated instruction and Universal Design for Learning
- Youth Engagement
- Relationship building and social interactions
- Engaging in preparation for the quality of life they deserve in the community
This series is intended for anyone interested in developing inclusive schools, including parents of middle and high school students, special and general education teachers, special services staff and directors, school administrators, inclusive facilitators and other personnel. Participants can access these webinars 24/7 from February 20-March 20, 2012. Group and individual registration rates are available!
TASH Members – Individual ($35) Group ($55)
Non Members – Individual ($65) Group ($85)
Learn more and register today by visiting tash.org/conferences-events/webinars/current-webinars.
Reforming High Schools for All Students: Bridging the Research-Practice-Sustainability Gap
Cheryl JorgensenInclusive Education Consultant and Affiliate Faculty
University of New Hampshire Department of Education
There are numerous examples of individual students who have wonderful inclusive high school experiences. There are also a handful of schools that can truly say they include all students. But the reality is inclusion is still in its infancy in secondary schools in the U.S. This is not for lack of research supporting the benefits of inclusion or the absence of effective models, practical strategies and resources. So why does this “research-practice-sustainability” gap exist? Through this webinar we’ll examine the newest thinking on fully implementing and sustaining inclusive education in high schools. This isn’t a cookbook approach offering “Five Easy Steps,” but an honest approach to how we can change our thinking and fully include all students throughout their school years.
The Third Generation of the Inclusion Movement
Michael WehmeyerSenior Scientist and Associate Director
Beach Center on Disability at the University of Kansas
The first generation of the inclusion movement was instrumental in changing educational settings for students with disabilities from separate, self-contained classes to the regular classroom. During the second generation, we improved practice in the general education classroom and promoted collaborative teaming. The challenge now is to build on both generations to keep the inclusion movement moving forward. In this webinar, we’ll discuss educational planning that incorporates strategies and instruction based on the general curriculum that address each student’s unique educational needs. This webinar will cover universal design for learning, self-determination, student-directed learning and how these practices can contribute to ensuring access to the general education for all students.
Sustaining Positive Behavior Support in a Context of Comprehensive High School Reform
Hank BohanonAssociate Professor
Loyola University of Chicago School of Education
Join us for this informative webinar to learn how high schools initiate and sustain systems change using positive behavior and intervention support (PBIS). Current research as well as implementation resources will be provided as participants explore this topic through five core themes: establishing the need for PBIS; addressing systems for implementation (e.g., effective teams); using process and outcome data to establish action items; preparing staff to teach expectations, acknowledge desired behaviors and redirect impeding behaviors; and establishing policies to increase consistency of rule enforcement and data collection. After participating in this webinar, you’ll gain a better understanding of the process for creating school-wide contexts that prevent problem behaviors.