Transcript AutoCAD Architecture 2008: Part I: Getting Started

Chapter 5
Provide Support and
Collaborate
Get Help and Build a School
Community
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2e
Peterson / Hittie
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Co-teaching in a Middle
and an Elementary School:
A Study in Contrasts
Montclair Middle School
 Special education student at the back of the
class with a paraprofessional, isolated
 General education teacher asked the special
education teacher to help her design inclusive
multilevel lessons
 Authentic lessons and adaptations helped the
student become a full part of the class
 The general education teacher took
responsibility for all students in her class
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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Co-teaching in a Middle
and an Elementary School:
A Study in Contrasts
Eubanks Elementary School
 Student with a disability sits off to the side
and does separate work
 Ability groups are used with students who
function high and low together
 Re-creation of segregation in the general
education classroom
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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Sights to See
Talking Co-Teaching
www.youtube.com/watch?v=_BKCur0DvRo
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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COMMON MISTAKES TO AVOID
Clustering students with
special needs in one
classroom
Assigning students based on
‘mental age’
Segregating students in the
general education classroom
Your kids and my kids
1.
2.
3.
4.
‘Dumping’ - providing support
& increasing competence
Separating IEP goals and the
general curriculum
5.
6.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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Principles of Support
in an Inclusive School



Inclusive.
Students are grouped
heterogeneously, pull-out services are
minimized, and segregation is not recreated in the general education
classroom.

coordinate services across multiple
classes and professionals.

Building community and
behavioral challenges.
Teachers are assisted in building a
classroom community where children
help one another.

Multi-level, authentic
instruction. Help design and

Professional growth.
Opportunities for collaborative
growth
Emotional support.
Forums for emotional support, and
sharing.

Adaptations. Assist teachers in
Teacher empowerment
Support staff seek to empower
rather than displace teachers in
working with special students.
designing and using needed
instructional adaptations.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
Teacher support
coordination. Services in a
teacher’s room are coordinated.
implement multi-level, authentic,
challenging, scaffolded instruction.

Child services
coordination. Support staff
6
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Traditional Service Models
for Students with Special Needs
Separate Classes
•
•
Self-contained
special education
classes
Resource rooms
Separate Schools
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
7
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Support Personnel
Some people who can help . . .
•
Support teachers -- Special education
teacher, Title I, Bilingual, Gifted, Teacher
Consultant.
•
Related services specialists -- PT, OT,
Speech therapist.
•
Other school professionals -Counselor, Social Worker, Psychologist,
Media Specialist, School Nurse.
•
Paraprofessionals -- class, individual
students.
•
Children helping children.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
8
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Interactions of Support, Teaching,
and Student Success
SUPPORTS /
TEACHING
Poor
Teaching
Fair Teaching
Good
Teaching
Good in - class
supports
poor
good
excellent
Fair to poor in
class supports
poor
fair
good
Pull out
supports:
resource room,
coordinated
poor
fair
good
Pull out
resource room
or special
class.
Uncoordinated
poor
poor
good
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
9
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Inclusive School-wide Models of Support
Models of Student Placement and Support
 Include Some,
Segregate Some
 Include All - Clustered
Class Placement and Ability
Grouping
 Include All Heterogeneous Class
Placement and
Heterogeneous Groups in
Classes
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
10
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HETEROGENEOUS CLASS
PLACEMENT
Planning Chart
Class 1
Class 2
Class 3
4
15
6
5
13
7
4
16
5
8
12
5
7
14
4
6
13
6
5
2
5
Middle
14
15
13
Lower
TOTAL I N C LASS
6
25
8
25
7
25
Acade m ic Abili ty
High
Medium
Low
Beh avior
Excellent
Average
P oor Ğ high support needs
S ocio-econ om ic status
High
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Inclusive Grouping
Away from
Towards
PLACEMENT THAT
CLUSTERS children &
HETEROGENEOUS PLACMENT
support staff -- learning
disabled, gifted, bilingual.
IN CLASS ABILITY
GROUPING
-- balance of ability, race, social needs.
Support staff work schedule around.
MULTI-AGE -- real multi-age by
definition involved heterogeneous, multilevel instruction.
IN CLASS MULTI-ABILITY
GROUPING
Cooperative groups
Pairs
Flexible groupings with constantly
shifting membership
Choices, interests as organizers
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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Inclusive Grouping
 Students Helping
Students: The Power of
Peers
 Multiage Teaching
 Looping
 School within a School
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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An Inclusive Continuum of Services:
From Place to Process
Traditional
Inclusive
Intensity of service
Couples intensity of
independent of location
service with location.
 Consultation with general
 General education
education teacher.
classroom
 Collaborative teaching with
 Resource room
special education teacher
 Special education
or other specialist
classroom
 Full-time paraprofessional
 Special school
 Circle of support
 Home-bound
 Above plus other family
services.
 Hospital / institution
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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CHAMPIONS OF INCLUSION COMMUNICATE
enthusiasm and act comfortably around students
with disabilities
Champions of inclusion are:




the classmates who nonchalantly pass a tissue to Keith (who
has Cerebral Palsy) so that he can wipe off the drool that
sometimes emerges while he is talking
the parent leader who welcomes new parents and tells them
how wonderful it has been for her daughter who does not have
a disability to learn in an inclusive school
the history teacher who talks privately with John (who has
significant dyslexia) and assures him that his test grade will
not be affected by spelling
the custodian who asks Charlene (who is deaf) to teach him
how to sign, “have a good day;”
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
15
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Collaborative Teaming for Support
Methods of Organizing
GRADE LEVEL




CONTENT/SUBJECT
Teachers & support personnel in a
particular grade
3rd grade team
5th grade team
Used most often in elementary
school
SCHOOLS WITHIN
SCHOOLS




Teachers & support personnel
in particular subjects work
together
Language arts team
Math & science team
ALLOCATION OF
TIME/RESOURCES
Teachers & support personnel
follow students from grade to
grade
Within grades may organize by
subject as well
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie



16
Natural proportions principle
Clustering
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Using Collaborative Teaming
to Provide Support
Gathering the School Community










Collaborative Teacher Teams
School Support Team - child study teams
Individual Student Teams
Volunteer Support
Community Agency Collaboration
Counselors, Social Workers, and
Psychologists
Media Specialists
Learning Support Centers
Co-teaching
Teacher consultants
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
17
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School Support Team




Collaborative
consultation
Routine meetings
for planning
Coordinating
support staff among
teachers
Crisis team support
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
18
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Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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© 2010 Pearson Education, Inc.
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Co - Teaching
Three Approaches
 Inclusive Multilevel Teaching
 Differentiated and Adapted
Instruction for Individual
Students
 Support Needs of Teachers
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
20
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Methods of Organizing
Co-Teaching
 Team Teaching
 In-Class Collaborative Teaching by
Support Teachers
 In-Class Collaborative Teaching by
Related Services Specialists
 In-Class Team Instruction
 In-Class Support by Paraprofessionals
 Consultation - Teacher Consultant
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
21
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Inclusive Approaches
to Related Services
DIRECT SERVICES

Small group -- activity that
promotes needs work with
students with special needs

Individual -- facilitate
participation, in natural setting -class, gym, etc.
INDIRECT SERVICES
Consultation-- helps other staff
carry out activities helpful to student
development
Monitoring-- tracks status of
child in collaboration with other
staff.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
22
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PARAPROFESSIONALS
Lead small group instruction.
 Provide assistance for
personal care and other
physical needs.
 Assist students in completing
directions given by the teacher
(all students, not just a student
with special needs).
 Facilitate interactions with
students.
 Adapt lessons under the
teacher’s guidance.
 Implement other needed
tasks.

AT BEST
A partnership
Working with all
students
Not 1-1 or ‘hovering’
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
23
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Considerations for
Success
Keeping children first
Power - share it!
Philosophy
Balancing and sharing
competence
 Beyond disciplinary
territory




Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
24
© 2010 Pearson Education, Inc.
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Co-Teaching Strategies
Support Teacher Roles
 Designing curriculum, instruction,
physical layout, and resources for
students with diverse abilities
 Team teaching
 Building a community of learners
 Developing needed adaptations
 Addressing behavioral challenges,
physical and sensory needs,
communication, and assistive
technology
 Asssessing and Evaluating students
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
25
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Co-Teaching Strategies
Organizing the Work





One Teach, One Observe
One Teach, One Drift
Station Teaching
Parallel Teaching
Alternate Teaching
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
26
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Co-Teaching Strategies
Another Approach to Organizing the Work

Supportive
teaching

Parallel teaching

Complementary
teaching

Team teaching
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
27
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Co-Teaching Strategies
TEACHING
VS.
HELPING
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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Journey Into the Classroom
Two Co-Teaching Relationships
Sarah co-teaching 4th
grade
 Fluid, connected working
relationship
 Plan once a week
 Co-teaches one hour a
day in writing and science
 Typically one teacher
provides directions while
the other is helping
 They both work with small
groups
 Once a month they meet
about one specific child
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
Burnadette co-teaching
6th grade
 Works with a team of 4
teachers
 Supports all students in
the class
 Organizes materials and
study guides for identified
students
 Creates powerpoint to
help students grasp key
concepts
 Students get help on work
they have not completed
29
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Possible Issues in
Collaborative Teaching




Parent
communication
& partnering
Collaborative
relationship
Student
progress
Planning
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie



30
Academic
instructional
approach
Community
building and
behavioral
challenges
Classroom
design, space,
materials
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COLLABORATION
SUCCESS FACTORS
 Based on voluntary
relationships.
 Involves a mutual goal.
 Each person is equally
valued.
 Each has equal decisionmaking power.
 Responsibilities,
accountability, and
resources are shared.
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
BARRIERS
 Insufficient time for
planning
 Lack of administrative
support
 Scheduling problems
 Personal
misunderstandings
 Role confusion
 Power struggles and
hidden agendas
31
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Co-Teaching
Do’s and Don’ts
DO . . .





Consider students with special
needs as full members of your
class.
Work with your co-teacher as
a real partner.
Share responsibility for all
students in the class.
Students with special needs
are part of all aspects of the
class so outsiders cannot
identify the ‘special kids’.
Work together to design
teaching at multiple levels
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
DON’T. . .






32
Cluster all the students with disabilities
in one place in the room.
Have the co-teacher act as a teacher
helper.
Enclose an “included” student within a
wall of file cabinets.
Insure that the co-teacher works only
with students with disabilities.
Have the co-teacher sit beside the
student in the back of the room.
Don’t ask advice on how to teach
differently for all students.
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Finding Time to Plan
 Weekly all staff planning
times
 Blocked scheduling of art,
gym, music
 Beginning or end of day
meetings with specialist
team (PE and art do special
class)
 Support for conferences
and learning opportunities
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
33
© 2010 Pearson Education, Inc.
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Exampl e Schedul e fo r
C ol laborating Support Te ache r
Monday
Tuesday
Wednesday
Thursday
Friday
8:45 Ğ 9: 30
3rd grade
Kindergarten
3rd grade
3rd grade
3rd grade
9:30 - 10:20
2nd grade
2nd grade
2nd grade
10:30 Ğ11:15
1st grade
1st grade
1st grade
1st grade
12:30 Ğ1:30
5th grade
4th grade
Multi-age 3-45
Kindergarten
4th grade
Kindergarten
1:30 Ğ 2:30
3rd grade
3rd grade
3rd grade
3rd grade
3rd grade
2:30 Ğ 3:30
P lannng
period
P lannng
period
P lannng
period
P lannng
period
P lannng
period
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
34
2nd grade
2nd grade
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S am ple Schedule for A Day of
C ollaborative Teaching
TIME
TEA CHER
Professional Su pport
C om munity
Partners in the Class
8:30
Choice time
9:00
WriterÕsworkshoprove, help edit, &
assess
Volunteers read with
selected children.
Peer relations program
teaches social skills once
a week.
10:00
ReaderÕsworkshop
Share ideas for multi-level
teaching.
Special education teacher
and speech therapist work
with groups. We all
collaborate in supporting all
students.
Special education teacher
goes with class to library
once a week.
10:45
Read-aloud
12:10
12:30
1:00
Class meeting
Specials
Math-one group.
Same math skills.
Kid experts.
2:00
Theme studyintegrating literacy,
science & social
studies
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
Several parents or
community volunteers
per month read books.
Divide class in two with
special needs student in
special education teacherÕs
group. Few minutes one on
one.
Share content. Get ideas for
multi-level teaching.
35
Residents fr om local
hospital talk to class
once a month
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Bumps In the Road
Getting Around Barriers To Co-Teaching
Problems
Ideas
Children pulled out
Ask the special education
teacher to come into the
classroom
The special education teacher is Create a written plan regarding
resistant to trying inclusive
how the needs of the child will
teaching
be met; talk to parents & involve
them
A general education teacher is
nervous about having a student
below grade level in reading
Offer to sit down and plan for
success of that student; offer to
multilevel reader’s workshop
lesson
Parents don’t understand how
child’s needs will be met
Write out reasons and strategies
and discuss with the parent
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
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36
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Back Pack
Power of 2 and Paraprofessionals
Power of 2
www.powerof2.org/
Project Evolve
www.uvm.edu/~cdci/paraprep/
Inclusive Teaching: The Journey Towards Effective
Schools for All Learners, 2e
Peterson / Hittie
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All Rights Reserved.