Transcript Collaboration - Lawrence County

Co-Teaching and Inclusion:
Reaching the Curriculum to all
Students
Inclusion
• Inclusion means that all students in a school
become part of the school community. They are
included in the feeling of belonging among other
students, teachers, and support staff. The
federal Individuals with Disabilities Education Act
(IDEA) amendments make it clear that schools
have a duty to educate children with disabilities
in general education classrooms.
http://www.uni.edu/coe/inclusion/
Legal Requirements
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1997 Amendments to the Individuals With Disabilities Education Act (IDEA). states:
"Each State must establish procedures to assure that, to the maximum extent appropriate,
children with disabilities ... are educated with children who are not disabled, and that special
education, separate schooling, or other removal of children with disabilities from the regular
educational environment occurs only when the nature or severity of the disability is such that
education in regular classes with the use of supplementary aids and services cannot be achieved
satisfactorily." 20 U.S.C. 1412(5)(B). It also mandates states to collect data on the percentage of
time that disabled students spend in regular classroom versus other settings.
NCLB
One of the most difficult issues facing States and school districts today
is the inclusion of students with disabilities in the State assessment and
accountability systems. All students are held to the same challenging
content and achievement standards and schools are responsible for
seeing that no child be left behind including children with disabilities.
IDEA 2004 (Section 1400(c)(5)(A))
Congress found that “30” years of research and experience has demonstrated that the
education of children with disabilities can be made more effective by having high expectations
for such children,” educating them in the regular classroom so they can “meet developmental
goals and, to the maximum extent possible, the challenging expectations that have been
established for all children and be prepared to lead productive and independent adult lives, to
the maximum extent possible.”
InclusionSome Benefits
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All students benefit and the special education and
regular education systems are no longer disconnected
but working together toward one curriculum.
Students become more sensitive and accepting of one
another.
Inclusion encourages collaboration and utilizes the
strengths of all parties.
Students progress through environments with peers
and develop life skills that will empower their future.
Special Education teachers can better understand the
needs of students because he/she is involved in class.
Flexibility for regular education teachers Increase
Special Education is no longer a place but a
set of services which enable every student
to experience success and participate to the
greatest extent possible.
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Inclusion: 450 Strategies for Success
WELCOME TO HOLLAND
by
Emily Perl Kingsley.
c1987 by Emily Perl Kingsley. All rights reserved
I am often asked to describe the experience of raising a child with a disability - to try to help people who have not
shared that unique experience to understand it, to imagine how it would feel. It's like this......
When you're going to have a baby, it's like planning a fabulous vacation trip - to Italy. You buy a bunch of guide
books and make your wonderful plans. The Coliseum. The Michelangelo David. The gondolas in Venice. You may
learn some handy phrases in Italian. It's all very exciting.
After months of eager anticipation, the day finally arrives. You pack your bags and off you go. Several hours later,
the plane lands. The stewardess comes in and says, "Welcome to Holland."
"Holland?!?" you say. "What do you mean Holland?? I signed up for Italy! I'm supposed to be in Italy. All my life I've
dreamed of going to Italy."
But there's been a change in the flight plan. They've landed in Holland and there you must stay.
The important thing is that they haven't taken you to a horrible, disgusting, filthy place, full of pestilence, famine
and disease. It's just a different place.
So you must go out and buy new guide books. And you must learn a whole new language. And you will meet a
whole new group of people you would never have met.
It's just a different place. It's slower-paced than Italy, less flashy than Italy. But after you've been there for a while
and you catch your breath, you look around.... and you begin to notice that Holland has windmills....and Holland
has tulips. Holland even has Rembrandts.
But everyone you know is busy coming and going from Italy... and they're all bragging about what a wonderful time
they had there. And for the rest of your life, you will say "Yes, that's where I was supposed to go. That's what I had
planned."
And the pain of that will never, ever, ever, ever go away... because the loss of that dream is a very very significant
loss.
But... if you spend your life mourning the fact that you didn't get to Italy, you may never be free to enjoy the very
special, the very lovely things ... about Holland.
How do we get to Inclusion?
Service Delivery Options
• General Education- Full Inclusion- no support from Special
Education.
• Consultation- Certified staff consultative support.
• Supported Instruction -Support in the classroom from noncertified staff (Paraprofessionals).
• Co-Teaching- Teaching support in the classroom from certified
staff everyday.
• Pull-out- Support outside of the general education classroom
primarily for skill-building and targeted intervention.
• Supplemental Teaching- Reinforcement and re-teaching can be
in the classroom or pull-out.
• Scheduled Collaboration- When a special education teacher
delivers services to students in general education settings by
sharing/supporting different students with different teachers…a
service delivery schedule is developed collaboratively
daily/weekly/monthly/semester.
Co-Teaching Options
Regular Class
Special Teacher
One Teach / One Monitor
new students
Data Collection
Present Instruction and check
for understanding
Circulate, observe, collect data
One Teach /One Assist
Proximity control
Individual Assistance
Present Instruction and check
for understanding
Monitor and assist students
Parallel Teaching- same content
Reduce t/s ratio
Increase interactions
Divide students
Teach to different learning styles
Instruct part of class and check
for understanding
Instruct part of class and check for
understanding
Center Teaching
Skill practice
Instruct small group
Instruct small group
Alternative Teachingmodified lesson or assistance
Workshops
Instruct large or small group
Instruct large or small group
Supplementary Teaching
Addressing Student Skill Deficits
Manage Classroom or Instruct
Small Group
Manage Classroom Instruct Small
Group
Team Teaching
Direct Instruction
Cooperative Groups
New Content
Present Instruction with a
partner to the whole group
Deliver instruction to whole group with a
partner, take notes, create visual
graphic organizer, Illustrate content,
present alternative method of problem
solving.
Paraprofessional Assistance
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Circulate among students
Observe behaviors/collect data
Assist individual students
Deliver previously taught instruction
Check for understanding
Deliver instruction to large or small groups
Communicate with student, teachers,
parents
Wesley Educational Services
Preparation
1) Positive Attitudes
2) Identify Teams and Roles
3) Collect & Analyze Data
1) Students IEP’s & Needs
2) Learning Styles & Abilities
3) Teacher Strengths
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Plan, Plan, Plan
Schedule Students
Implement Plan
Be Flexible
Change as Needed
Defining Roles
• Administrator’s Role- team leader who
promotes Inclusion
• Regular Ed. Teacher – curriculum expert
• Special Ed. Teacher- learning and
behavior expert/casemanager
• Paraprofessional’s role- support for
instructional and non-instructional
activities for students with disabilities and
all students
See Handout
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Administrator Responsibilities
» Support & monitor a school environment that accepts all students.
» Emphasize teacher accountability
» Define roles and responsibilities
» Program planning & implementation
» Select and prepare staff
» Carefully place students
» Schedule common planning time
» Professional development
» Problem solving & communicate
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Regular Education Teacher Responsibilities
» Have a positive attitude
» Share details of classroom procedures
» Teach as a team, take responsibility for all students
» Plan as a team & ensure curriculum implementation
» Provide lesson plan for modification
» Facilitate Inclusion and acceptance of students with disabilities by
their non-disabled peers
» Share responsibilities
» Maintain communication with parents
» Actively participate in IEP process
» Supervise Paraprofessionals
» Communicate and problem solve
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Special Educator Responsibilities
» Model Positive Attitude
» Share information about students with special needs
» Teach as a team, first taking responsibility for students with disabilities then
instructing all students
» Meet with and plan as a team with regular educator, ensuring the
implementation of accommodations and modifications
» Adapt lesson plans, methods and materials
» Be flexible and unobtrusive- assume role of support as needed
» Maintain communication with parents of students with disabilities
» Collect data, document and report progress
» Be responsible for due process and IEP
» Plan, communicate and supervise paraprofessionals
» Develop schedules and monitor student needs
» Communicate & problem solve
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Paraprofessional Responsibilities
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Model a positive attitude
Serve as a member of the collaborative team in planning and evaluating students
Provide support to assigned students and other students as needed
Provided instruction under the supervision of a certified teacher
Participate in ongoing communication between teachers
Serve as a liaison between classroom and special education teacher
Be familiar with students IEP and attend meetings as appropriate
Collect data
Be flexible and unobtrusive
Maintain confidentiality for all students
Facilitate communication and friendships between students.
Differentiated Instruction –
presenting the general curriculum
to all students
What Does Inclusion Look Like?
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activities are different all the time
lots of helping
students moving from one environment to another
smiling
students are actively engaged
teacher is delighted to be there
small groups with peer helping and supporting each other
social interaction
student-centered
students help structure the rules
students are expected to follow rules and to meet expectations for
curriculum
students know others will be doing different things
the issue of fairness doesn't come into play because that's just the
way it is
reaches into the community as a resource for learning new skills
Inclusion without resources, without support, without teacher
preparation time, without commitment, without a vision statement,
without restructuring, without staff development, won't work. -- Mara
Sapon-Shevin
Problem Solving Discussion
• What are we doing to meet the needs of
our students with special needs?
• How can we reach more of the
curriculum to the students?
• Who makes up our team?
• What kind of attitudes do we have
about Co-Teaching and Inclusion?
• What are the strengths of our team?
• What obstacles might we encounter?