Strategies to Support Diverse Needs in the Classroom

Presented by: Tracy Huckell, January 2010

Agenda

• Adaptive Dimension & Differentiated Instruction • Modifications to Programming & PPP’s • Inclusion • Co-teaching and Collaboration • Roles of Team Members • Effective Use of an EA to support Students in Class • Other ways to support students/various adaptations

The Adaptive Dimension or Differentiated Instruction…

• Is best teaching practices • Is making adjustments to accommodate diversity in student learning needs • Is the adaptations we make to give all students an equal opportunity to learn and succeed in our classrooms • Includes the practices teachers undertake to make curriculum, instruction, and the learning environment meaningful and appropriate for all learners.

The Adaptive Dimension and Differentiated Instruction…

• Is giving students what they need • Gives you the right and responsibility to meet the needs of your students and help them achieve curricular outcomes • Begins with knowing your students and their strengths, interests, learning styles and areas of need – the ‘whole’ child

Diversity should be…

• • • • • respected expected planned for honored valued • Normal is just a setting on your dryer!

Differentiated Instruction

•Same Content •Same Content •Same Curriculum •Same Curriculum •Same Curriculum •Same Curriculum *Different Conceptual Level *Different Method to Show Learning *Less To Be Learned *Slower Rate of Learned *Functional Application *Less Complex

Adaptations to consider…

• Adapting the Teacher’s Presentation • Adapting the Evaluation • Utilizing Assistive Technology • Adapting the Materials • Adapting the Page Set-Up • Adapting the Environment • Adapting Assistance

Modified Course of Study

• Are courses at the Gr. 10, 11 or 12 level that contain 50% of the Foundational Objectives from provincial curriculums and 50% locally developed and approved foundational objectives.

Prior to Grade 10

• The Ministry of Education does not recognize modified or alternate programs prior to Grade 10 • K – 9 students who, despite full application of the adaptive dimension, still require modifications to curriculum must have a Personal Program Plan

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A PPP is developed for a student who is…

is working toward learning objectives that are different from the foundational objectives of the curriculum requires additional individual supports and services to benefit from the educational program May also be identified as a Student requiring Intensive Support, depending on the levels of support required

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A Personal Program Plan is…

individualized a collaborative written report gathering perspectives on priorities a focus on inclusion an outline of student strengths and needs priority goals & objectives an intervention plan a transition plan the basis for reporting progress

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part of that student’s curriculum

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Ensuring a holistic program…

Encompasses all aspects of the student’s life Areas of Development to focus on in the PPP:  Cognitive ability or learning capacity   Current learning achievement Communication       Independence/Problem Solving/Work habits Motor Skills/Sensory Safety Personal and Social Well-being Physical Health/Medical/Personal Care Transition

In an Inclusive Environment, all Students…

• Belong and are valued and contributing members of the • Are acknowledged as having unique abilities and needs • Are provided with the opportunity to develop their potential and become life long learners in age-appropriate classrooms • Are supported in developing a deep appreciation of individual differences and the importance of community • Are nurtured to become caring and respectful citizens concerned for the well-being of others, and able to take others.

Inclusion is…

• Providing the planning, support and services participation of students with disabilities in regular programs.

• A focus on ability rather than the disability individual differences • Encouraging and implementing activities that promote the development of friendships and disabilities.

Inclusion is…

• The development and implementation of individual PPP goals through participation in typical activities in the classroom, school, and community • Allowing students who are not able to fully participate to partially participate rather than being excluded entirely.

• Each member of educational team having thorough knowledge of the student’s PPP in order to maximize learning.

Inclusion is not…

• ‘dumping’ students with disabilities into regular programs without preparation or support.

• Just physically placing a student in the regular classroom while they complete work that does not relate to the rest of the class.

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Why Collaborate?

to create positive opportunities for the student to safeguard against working in isolation to foster inclusion through creative, caring and supportive “school communities” to gain an enhanced perspective of the “whole student” to encourage positive relationships with professional colleagues

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What is Co-teaching?

Involves two or more professionals, typically a general educator and a student support teacher Instruction within the same physical space A sharing of teaching responsibilities Instruction provided to a heterogeneous group of students

Coteaching…

• Coteaching arrangements … are one

promising option for meeting the learning needs of the many students who once spent a large part of the school day with special educators in separate classrooms.”

Friend, 2007, p. 48

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Benefits of Co-teaching to Students…

Access to general education curriculum and classroom teacher Reduces social stigma associated with the “pull out” model Positive effects on self-esteem Enhances academic performance Stronger peer relationships Increases individualized instruction

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Benefits of Co-teaching to Teachers…

Opportunity for professional growth Increases job satisfaction Sharing of knowledge, skills, and resources Reduces student-teacher ratio Special educators increase their understanding of general education curriculum and classroom expectations General educators increase their ability to adapt/modify lessons Improves communication between special and general education teachers

Working Collaboratively • If you can listen to what they

tell you, and accept how it seems to them, then it is likely that you can work with them.

Anita DeBoer

GSSD Continuum of Student Support and Intervention

• Classroom Teacher • Student Support Teacher • Student Services Professional Service Providers – Occupational Therapists – Speech and Language Pathologists – Educational Psychologists – School Counsellors

Building and Maintaining Positive Relationships either in Co-teaching or the Teacher/EA relationship… • • • • • Trust and respect Commitment to team goals Effective interpersonal, collaborative, and conflict resolution skills Understanding of self and partner Continuous investment of time

Accepting Responsibility…

• All team members respect the input and strengths • All team members are equally responsible for student outcomes – whether negative or positive • The classroom teacher is responsible for the well-being and education of every student is his/her class • It is provincially mandated that Educational Assistants must work under the direction of a teacher • Communication of the student’s progress or concerns is the responsibility of the teacher or administrator

Teacher/EA Collaboration

• Of all the members of the collaborative

team, it is the teacher-paraprofessional interaction that occurs most frequently and requires the most collaborative planning and decision making.

Larry McGuire Creating Opportunities, 2002

Awareness of Individual Responsibility to Support Inclusion and Success in the Classroom

• The Administrator • The Classroom Teacher • The Student Support Teacher • The Paraprofessional or Educational Assistant • The Family

The Administrator…

holds the determining role and subsequent influence for promoting collaboration • demonstrate a commitment to the ideals of inclusion • support educational teams • enhance teacher expectations and attitudes • Creative planning to maximize time as a team to meet/plan/evaluate goals • encourage visitations, observations, and sharing • facilitates relationship among and between regular and special educators

The Classroom Teacher…

Holds the primary role model and is essential to effective inclusion.

• demonstrate commitment to the ideals of inclusion • accept responsibility as primary educator for all students (they are your student first – not the EA’s, not the SST’s) • share successful methods and experiences • determine realistic expectations for each student • collaborate • accept assistance • learn methods for accommodating diversity • advocate for the student

The Student Support Teacher…

...offers specific knowledge regarding diversity and act as a coordinating link • Develop practical and theoretical expertise regarding diversity, programming, resources and instructional strategies • coordinate development and writing of PPP • support classroom teacher • support paraprofessionals • invite participation and support of parents as part of the educational team

The SST cont’d…

• team teach with classroom teacher • provide individual or small group tutorial as required (directly teach skills that will assist students in becoming more independent) • coordinate community-based education and work education • ensure transition plans are developed and carried out effectively • liaise with outside support agencies and personnel • advocate for students

The Educational Assistant…

….supports the teacher in enhancing inclusive educational opportunities and independence.

• Supports ideals of inclusion • provides input during planning phase as well as feedback • communicates with teacher • provides instructional support under direction of teacher • prepares and adapts learning environment in collaboration with a supervising teacher • Enhances the independence of students

The Family…

Family involvement is extremely important to the • Establishes program foundation by stating desired adult outcomes • supports collaboration • reinforces skills • informs team about student’s life outside of school • encourages a visible community presence for their child • ensures transition is carried out effectively • communicates with school • is an advocate for their child

Necessity for Family Involvement

• Families are integral team members. Their involvement is critical in the development, implementation and evaluation of educational programs.

• Parents have the greatest impact over the child’s interactions at home and in the community.

• Families are good sources of information because they know the student better than anyone else.

• Parents represent long term advocacy and support for their child.

• Families are the key to continuity.

Effective Family Partnerships

• Recognize that everyone around the table has different expertise, emotional involvement and long term goals.

• Ensure opportunities for meaningful participation.

• Realize the reciprocal benefits of home-school communication • Engage the family in effective communication – talk with families, not at them.

• Be sensitive and respectful.

• Recognize the needs of siblings.

• Understand the priorities and concerns of the parents.

• Celebrate successes and focus on what is needed to be successful, not what is wrong.

Effective Utilization of EAs in the Classroom

• Do assign EAs to classes to support ALL learners.

• Don’t instruct the EA to routinely sit with one or two students.

• Do spend time with the student as the classroom teacher; don’t expect the EA to be the only one to interact with the child requiring assistance

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Effective Utilization of EAs

(cont’d) in the classroom with their peers. with an EA, they miss out on important peer learning and interaction.

All learners should have the opportunity to hear and experience everything that other students do, they just may not be able to the same manner.

Effective Utilization of EAs

(cont’d) • Don’t allow your students with diverse needs become reliant on an EA. When we place an EA right beside them, we encourage them to become reliant. They expect the EA will remind them of information the teacher is sharing. • Students usually take more ownership when they feel like they are responsible/accountable, however the task must be manageable; if it’s too hard or difficult to understand, they become frustrated and give up.

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Effective Utilization of EAs

(cont’d) the class. If you’d like them to circulate type of feedback you’d like them to provide students with. A Role Perception Activity would further facilitate this communication. Better communication between the EA and of time and the best use of the EA’s skills.

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Independence and Success…

If teachers are differentiating and modifying appropriately, students should be able to complete some of their work independently, rather than needing an EA to help them with every part of an assignment. ‘Success is like a vitamin, if you don’t get enough, you suffer a serious deficiency.”

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Rethinking the Role of the EA….

An EA can work with other groups of students as well or circulate through the class while the teacher spends some time with those who require adaptations or modifications. Think of ways to make your students independent of an EA.

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Rethinking the Role of the EA (cont’d)…

If an EA leaves the student you’ve assigned them to work with and wanders around the class to see how the others are doing, there may be a very good reason. Remember… Never do for a child what they can do for themselves.

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Rethinking the Role of the EA (cont’d)…

When doing group work activities, EA’s can join various groups or rotate among them to facilitate and guide learning similar to the way the teacher might, rather than always being assigned to the group that has the students with higher needs.

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Consider Peer/Technology Support…

 for reading instead?

Can the student use software such as  available in electronic form?

students to ask each other before you or

Our Goal….

     the real world.

They need to learn to be advocates for themselves and the supports they may require. They need to learn to take responsibility and not rely on an EA to remind them of what they need to know or what they need to do. They need to be taught skills and strategies to help them cope with their disability, as well how to use tools/technology to support them (calculators, day planners, software that supports reading/writing etc.). They need to develop positive self-esteem and self-worth and we can support this by making them feel like a meaningful part of our classes and providing them with opportunities for success.

The End!!

• Additional Resources • Questions?