Gifted and Talented Learners
jtony
FOTModule2InclusionOverview.ppt
As elementary students work through the reading process, they must learn about multiple meaning words. Multiple meaning words are those words with one spelling but connotation varies depending on the usage.
Examples of multiple meanings words are bat, ring, page, level, and vanity.
What multiple meaning words can you think of? Did “inclusion” come to mind?
Inclusion has become one of those multiple meaning words. It is a challenge for schools that wish to implement inclusive settings because schools must first define inclusion as it best fits their students and local campus’ needs. Schools must also determine the roles of the regular education teacher and the special education teacher. Schools have several models of inclusion from which to choose.
Model 1
Model 2
Model 3
Model 1: All students with disabilities are in regular education classes all day, however it is possible that they may receive support in the regular classroom.
Model 2: All students with disabilities are in regular education but only on a part-time basis. They are “pulled out” to specialized instruction when an IEP warrants the individualized assistance to maintain progress and it is determined that the regular classroom can not meet the need.
Model 3: If a separate special school is determined appropriate then a separate school could be part of the inclusion plan.
(Sack, 1997)
- The No child Left Behind Act (NCLB) of 2001 reauthorized and amended federal education programs established under the Elementary and Secondary Education Act (ESEA) of 1985. The major focus of NCLB is to provide all children a fair, equal, and significant opportunity to obtain a quality education.
- The Individual with Disabilities Education Act (IDEA) created a federal right to special education for eligible students with disabilities. This right compels school districts to provide a free appropriate public education (FAPE) to all students with disabilities. The law states: the education should be to the maximum extent appropriate … with children who are not disabled, and that special classes, 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. (IDEA, 20, U.S.C. 1412, (5)(B)
After school districts determine which model of Inclusion best fits the local campus needs, the challenge is set to apply the requirements from NCLB and IDEA. One way to provide services to students with disabilities in regular educations settings is through the use of Co-Teaching and In-Class Support Facilitation.
- Definition- A formal year–long or semester-long commitment between a general education teacher and a special education teacher to jointly plan, deliver, and asses instruction for all students in the general education class . These teachers must engage in intentional planning time each week.
(Alief ISD)
- Definition- A special education staff member (teacher, paraprofessional, SLP, interventionist, etc.) who provides a variety of supports, either to students and/or to the general education teacher on a regularly schedule basis.
(Alief ISD)
Through effective co-teach and support facilitation models special education student’s time in the general education curriculum increases. It also decreases a school’s reliance on special education placement to solve learning and behavior problems.
Principal Leadership
Little and Theker, 2009
The idea of co-teaching and support facilitation must consider not only academic successes but also embrace a sociology of acceptance of all children into the school community as active, fully participating members.
(Tash, 1993)
It is important that all students are:
- Presumed competent
- Welcomed as valued members in general education and extra curricular activities
- Learn side by side their non-disabled peers
- Have instruction based on general curriculum
- Experience reciprocal social relationships
(Tash, 2012)
- As early as 1989, during the decade which emphasized “Inclusion” as the new buzz word, Stainbeck, Stainbeck and Forest agreed that “some parents feel that if an integrated society is desired (regular/special ed.) , it is essential that the mainstream be adaptive and sensitive to the unique needs of all students and that positive peer relationships and friendships be fostered for all students so they will feel welcome and secure.
- Teachers that are proficient in differentiated instruction are necessary for the student with special needs in a regular classroom setting but they must also be aware of the social/emotional needs of their students as well.
Collaborative
Teaming
Coaching
Consultant
ACADEMIC MODELS
- Support Facilitation teacher monitors progress and supports teacher in planning for progress.
- Support Facilitation teacher monitors IEP and ensures that the teaching strategies provide a pathway for IEP success.
- Support Facilitation teacher monitors social/emotional progress within the school community.
Coaching is often the role of a department chair or an administrator. Sometimes districts may provide mentors that can assist in coaching for teachers. They can observe the delivery of a lesson, planning session, or view a video of the regular education teacher and special education teacher and offer a critique with suggestions for best practices.
- One Teach - One Observe – the teacher that is observing is gathering data to be used in planning quality instruction
Examples of one teacher observing looks like:
Which students initiate conversations in cooperative groups
Which students begin/do not begin work promptly?
Is student A inattentive behavior less, about the same, or greater
than that of other students in the class?
- One Teach - One Drift.
Examples of one teach and one drifts looks like:
One teacher delivers instruction and the other teacher provides unobtrusive assistance to students.
One teacher is primarily responsible for delivering instruction while the other teacher watches
It is a way for a new co-teacher to observe a new environment and become familiar with the classroom routines
- Parallel Teaching
Examples of Parallel Teaching
The class is split into two groups and each student can share their ending to a story.
Two groups of students in a science class are performing a lab that needs close supervision.
Two groups of students are each constructing opposing sides to a debate and are supported by one of the teachers. They are learning the same strategies of debate but are researching different views.
- Station Teaching
Examples of Station Teacher looks like:
During language arts class, one station address comprehension, one station focuses on editing and one station is an activity for the skill being taught
During social studies, class rotates to different stations. They will explore the geography, economy and culture of a region or country.
During math, the students rotate through stations of review, use of manipulatives, non verbal representations of a math problem and a quiz station.
- Alternative Teaching
Examples of Alternative Teaching looks like:
One teacher focuses on planned lesson for the math unit and the other teacher is reteaching a math skill to a small group.
One teacher is continuing with a review of material for an upcoming assessment and the other teacher is enriching the learning of the students that have mastered the content and do not need the review.
- Team Teaching
Examples of Team Teaching looks like:
Both teachers are delivering instruction in a conversation like manner. There is equal interaction between them.
In science, one teacher is performing the lab and the other teacher is “talking through” the lab.
(Friend and Cook, 2004)
Yell and Drasgow (1999). A legal Analysis of Inclusion. Preventing School Failure, 43, no 3 118-23 Spring 1999.
Little, Mary E., Theker, Lisa (2009). Coteaching: Two Are Better Than One. Principal Leadership (Middle Scholl Edition), 9, n0. 8 42-6 April 2009.
Individuals with Disabilities Education Act, 20 U.S.C. 140-1485 (1990)
No child Left Behind Act (NCLB) of 2001
Stainback, S.,Stainback,W., and Forest, M. (Eds.) (1989). Educating all Students in the Mainstream of Regular Education. Baltimore: Paul H. Brooks Publishing Co.
The Association for Persons with Severe Handicaps (TASH), 1993
TASH.org (2012)
Gately, S. (2005). Two Are Better than One. Developing Exemplary Teachers, May 2005
Friend and Cook (2004). Co-Teaching: Principles, Practices and Pragmatics. New Mexico Public Education Department, Quarterly Special Education Meeting, Albuquerque NM., April 29, 2004
