Beverly Kling

Beverly Kling is an expert in the area of Inclusion, In-Class Support, and Collaborative Teaming. Prior to teaching at the university level in NJ, Dr. Kling was a learning consultant, Child Study Team supervisor, early intervention teacher, special education teacher and elementary education teacher. She has been providing in-service workshops to teachers in training and to school districts this last decade. She has presented papers at national conferences and has published articles in national journals on strategies for inclusion, models for collaborative teaming and self-advocacy for individuals with disabilities across the life span. As professor of a course on the brain and learning, Dr. Kling has extensively explored research on this topic.

Workshop Descriptions:

Collaborative Teaming (all grade levels)

Participants explore effective approaches for forming collaborative partnerships in the school community. This hands-on workshop provides an opportunity to practice collaborative techniques that foster successful relationships, such as effective listening, problem-solving, co-planning and teaching.

The Inclusive Classroom (can be broken up into grade levels or be presented for all grade levels)

This workshop provides an overview of inclusion and discusses benefits and barriers encountered by both teachers and students. Strategies are covered, along with methods for determining appropriate modifications for particular students. Case studies are presented to depict students included in the classroom (if all grade levels are together, participants can be divided into grade levels and case studies can be generated for different grade levels). Participants problem solve and determine adaptations to meet the needs of included students.

Providing In-Class Support (can be broken up into grade levels (more specific) or given for all grade levels (more general)

This workshop provides an overview of in-class support and methods for collaboration between the general and special education teachers. Roles of the teachers are covered, along with modifications and division of responsibilities. Strategies to use for students receiving in-class support are presented, along with methods to consider when selecting strategies. Participants work in small groups to reflect on effective models and benefits of in-class support.

Making all Students Feel Included: Models for Fostering Acceptance and Building Self Esteem

Participants are given techniques to foster acceptance of all students in the classroom. Strategies to capitalize on the strengths of students and to facilitate social and academic learning are covered, along with approaches to optimize effectiveness of peer pairing, peer instruction, and cooperative learning. Case studies are used as participants work in small groups to discuss case studies and explore methods to ensure success for all.

Brain-based Learning in the Classroom

In this hands-on workshop, participants will learn about up-do-date findings and how they can be applied in the classroom. They will assess their own hemispheric preferences and what approaches can be used to effectively teach left/right brain learners. Powerful approaches to enhance memory will be presented, along with the role of emotions in the learning process. Participants will be exposed to best practices in assessment and discipline, based upon our knowledge of brain functioning. Teachers will have the opportunity to practice strategies as they break up into small, cooperative groups. In addition, they can assess their own classrooms to determine what brain-based techniques they are applying.

Staff Development Workshops, Inc.
1427 Fourteenth Street • Lakewood, NJ 08701
732.367.8030 • (fax) 732.370.4978
[email protected]
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