Transcript Consultation, Collaboration, and Teamwork for Students with

Consultation, Collaboration, and
Teamwork for Students with
Special Needs
Purpose of Instruction
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Provide a foundation to construct a
practical framework for implementing a
collaborative, consultative, or teamwork
approach to meeting the needs of all
students in your school.
Historical Perspective
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Teachers are use to
functioning
autonomously in
their classrooms. In
the past asking for
assistance often
would be viewed as
incompetence.
Collegiality
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Teachers need
structure, training,
practice and
feedback on how to
work together in a
collegial manner for
the good of all
students. Education
needs to develop a
collaboration ethic.
Appropriate Education PERIOD
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We need to talk about the educational
needs of the students PERIOD.
We need to stop talking “special
education” vs. “general education”
“Special Education” automatically sets
the tone for lower expectations.
Collaboration/Consultation
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Sharing of expertise
Do not claim to be the
experts
Listen well
Learn from others
Help individuals, schools
recognize their own
skills
Help students achieve
highest levels of
success and
independence
Collaborators
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Confer
Contribute
Instruction is enhanced
by diversity of values,
experience, abilities,
and interests.
Seek win/win solutions
Needs of students come
before the needs of the
adults.
Obstacles for Successful
Collaboration
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Resistance from
administrators
Resistance from
colleagues
Resistance from
parents.
Crucial Elements of Effective
Collaboration Services
Communication
 Cooperation
 Coordination
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5 Factors of Successful Inclusive
Schools
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#1
Visionary Leadership
 positive view towards students with disabilities
 positive view regarding the abilities of teachers
and families.
 Instructional emphasis: ALL staff are responsible
for ALL students.
 Educators share responsibility for achievement
and behavior.
 Emphasis on community of learners, high
standards, role flexibility, and flexible learning
environments.
#2 Collaboration
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Teachers are encouraged to collaborate
on all levels for all issues. Collaboration
among teachers is common. True team
work is in existence between grades
and levels.
#3 Refocused Use of Assessment
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Use more authentic assessment measures or
outcomes-based education (OBE)
Use assessment data to drive instruction
Curriculum-based Assessment
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portfolio assessments
teacher-made tests
Criterion referenced tests
Curriculum-based measurement
#4 Supports for Students and
Staff
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Systematic staff development (annual planning)
Flexible planning time for special educators and
general educators
Special Resources are used efficiently across
programs
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instructional assistants
curriculum adaptation
integrated therapy services
peer supports
technology
assistive devices
#5 Effective parental
involvement
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Parents are welcomed, respected, and
integral to the school
KDE Collaborative Model
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Daily interaction
between general
and strategic
teachers as well as
administrators from
the school and
district level,
parents, and related
service personnel.
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Strategic Teachers
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Skilled training in one or
more specialized areas
(e.g. behavior
management, social
skills, speech therapy,
giftedness) who use
those skills to assist in
the development and
implementation of
instructional strategies.
Characteristics of Collaborative
Schools
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Mutual trust
Open communication
Joint effort in problem
solving
Pooling of personnel
resources
Shared responsibilities
in the selection,
implementation and
evaluation of
instructional strategies.
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Each member
provides expertise
Each member
participates in the
implementation of
preventive strategies
and or problem
resolutions.
Appropriate Activities for a
Collaborative Teacher
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Consult with regular, gifted,
vocational, special education,
special area teachers,
administrators, support
services and parents.
Collect formative/summative
data on instructional
programming to solve
problems or identify
problems.
Maintain on going progress
data.
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Modify instructional
strategies
Model teaching strategies
and assist with transitioning
of skills from class to class.
Coordinate and support
students transitioning from
class to class.
Modify and/or adapt
curriculum, materials,
strategies, or environmental
settings.
Deliver instruction.
Grade/write instructional
plans
Collaborative Arrangements
Dyads: 2 teachers work
together with on grade
level or in one content
area
Content Teams:SPED
works with teachers in
one content area
Grade Level Teams:
special education
teacher is teamed with
one grade level and
works on instructional
planning
Split Level Teams: SPED
teacher works with 2
grade levels or across
multiple content areas.
Multiple Collaborative
Arrangements
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Student needs first
Staffing needs/team needs
Flexibility in planning and delivery
Different assignments or lessons may
require different types of collaboration
Administrator Responsibilities
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Resources
Support
Flexible planning time
Priority status for
classes/student
schedules
Joint planning time
Open communication
Role of the Special Educator
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Primary role is to be responsible for the
services that are indicated on each
student’s IEP. It is the special education
teachers responsibility to ensure that
students with disabilities are receiving
the specially designed instruction and
related services as prescribed on their
IEP.
Role of the General Education
Teacher
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The general education teacher remains
the lead teacher for the content of the
course. She/he provides direction for
instruction and content emphasis.
She/he works with the special education
teacher to plan how they will develop,
implement, deliver and assess the core
content to the students.
Critical Factors for Success
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Flexibility
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Training
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Conflict resolution,
effective problem solving
Common Planning time
Schedule
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Priority for classes,
students, itinerant staff
Support
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Administrator, teachers,
central office
Planning & Problem
Solving
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Time
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Scheduling, teaching,
methodologies, grading
and instructional time
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Agenda
Minutes
Consensus
Resources
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Personnel, materials,
professional development