chapter 5 provide support and collaborate

Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie

© 2010 Pearson Education, Inc.All rights reserved.

Chapter 5 Provide Support and

Collaborate

Get Help and Build a School Community


© 2010 Pearson Education, Inc.All Rights Reserved.2

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



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



Sights to SeeTalking Co-Teaching

www.youtube.com/watch?v=_BKCur0DvRo

http://www.youtube.com/watch?v=_BKCur0DvRo



COMMON MISTAKES TO AVOID1. Clustering students with

special needs in one classroom

2. Assigning students based on ‘mental age’

3. Segregating students in the general education classroom

4. Your kids and my kids 5. ‘Dumping’ - providing

support & increasing competence

6. Separating IEP goals and the general curriculum



Principles of Support in an Inclusive School

Inclusive. Students are grouped heterogeneously, pull-out services are minimized, and segregation is not re-created in the general education classroom.

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 implement multi-level, authentic, challenging, scaffolded instruction.

Adaptations. Assist teachers in designing and using needed instructional adaptations.

Child services coordination. Support staff coordinate services across multiple classes and professionals.

Teacher support coordination. Services in a teacher’s room are coordinated.

Professional growth. Opportunities for collaborative growth

Emotional support. Forums for emotional support, and sharing.

Teacher empowerment Support staff seek to empower rather than displace teachers in working with special students.



Traditional Service Models for Students with Special Needs

Separate Classes• Self-contained

special education classes

• Resource rooms

Separate Schools



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.

Support PersonnelSupport Personnel



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 School-wide Models of SupportModels 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



HETEROGENEOUS CLASS PLACEMENT

Planning ChartClass 1 Class 2 Class 3

Academic AbilityHigh 4 5 4Medium 15 13 16Low 6 7 5BehaviorExcellent 8 7 6Average 12 14 13Poor – high support needs 5 4 6Socio-economic statusHigh 5 2 5Middle 14 15 13Lower 6 8 7TOTAL IN CLASS 25 25 25



TowardsHETEROGENEOUS PLACMENT -- balance of ability, race, social needs. Support staff work schedule around.MULTI-AGE -- real multi-age by definition involved heterogeneous, multi-level instruction. IN CLASS MULTI-ABILITY GROUPINGCooperative groupsPairsFlexible groupings with constantly shifting membershipChoices, interests as organizers

Inclusive Grouping

Away from

PLACEMENT THAT CLUSTERS children & support staff -- learning disabled, gifted, bilingual.

IN CLASS ABILITY GROUPING



Inclusive Grouping

Students Helping Students: The Power of Peers

Multiage Teaching Looping School within a School



An Inclusive

Continuum

of

Services:

From

Place to

Process

TraditionalCouples intensity of

service with location. General education

classroom Resource room Special education

classroom Special school Home-bound Hospital / institution

InclusiveIntensity of service

independent of location Consultation with general

education teacher. Collaborative teaching with

special education teacher or other specialist

Full-time paraprofessional Circle of support Above plus other family

services.



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;”



Collaborative Teaming for SupportMethods of Organizing

GRADE LEVEL 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 follow students from grade to grade

Within grades may organize by subject as well

CONTENT/SUBJECT Teachers & support personnel

in particular subjects work together

Language arts team Math & science team

ALLOCATION OF TIME/RESOURCES

Natural proportions principle Clustering



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



School Support Team

Collaborative consultation

Routine meetings for planning

Coordinating support staff among teachers

Crisis team support



Co - TeachingThree Approaches

Inclusive Multilevel Teaching Differentiated and Adapted

Instruction for Individual Students

Support Needs of Teachers



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 Approachesto 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 SERVICESConsultation-- helps other staff

carry out activities helpful to student development

Monitoring-- tracks status of child in collaboration with other staff.



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 BESTA partnershipWorking with all studentsNot 1-1 or ‘hovering’



Considerations for Success

Keeping children first Power - share it! Philosophy Balancing and sharing

competence Beyond disciplinary

territory



Co-Teaching StrategiesSupport 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



Co-Teaching StrategiesOrganizing the Work

One Teach, One Observe One Teach, One Drift Station Teaching Parallel Teaching Alternate Teaching



Co-Teaching StrategiesAnother Approach to Organizing the Work

Supportive teaching

Parallel teaching Complementary

teaching Team teaching



Co-Teaching Strategies

TEACHING

VS.

HELPING



Journey Into the ClassroomTwo 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

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



Possible Issues in Collaborative Teaching

Parent communication & partnering

Collaborative relationship

Student progress

Planning

Academic instructional approach

Community building and behavioral challenges

Classroom design, space, materials



COLLABORATION

SUCCESS FACTORS Based on voluntary

relationships. Involves a mutual goal. Each person is equally

valued. Each has equal decision-

making power. Responsibilities,

accountability, and resources are shared.

BARRIERS Insufficient time for

planning Lack of administrative

support Scheduling problems Personal

misunderstandings Role confusion Power struggles and

hidden agendas



Co-TeachingDo’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

DON’T. . . 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.



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

Finding Time to Plan



Example Schedule forCollaborating Support Teacher

Monday Tuesday Wednesday Thursday Friday8:45 – 9: 30 3rd grade Kindergarten 3rd grade 3rd grade 3rd grade

9:30 - 10:20 2nd grade 2nd grade 2nd grade 2nd grade 2nd grade

10:30 – 11:15 1st grade 1st grade Multi-age 3-4-5

1st grade 1st grade

12:30 – 1:30 5th grade 4th grade Kindergarten 4th grade Kindergarten

1:30 – 2:30 3rd grade 3rd grade 3rd grade 3rd grade 3rd grade

2:30 – 3:30 Plannngperiod

Plannngperiod

Plannngperiod

Plannngperiod

Plannngperiod



Sample Schedule for A Day ofCollaborative Teaching

TIME TEACHER Professional Support CommunityPartners in the Class

8:30 Choice time Share ideas for multi-levelteaching.

Volunteers read withselected children.

9:00 Writer’s workshop-rove, help edit, &assess

Special education teacherand speech therapist workwith groups. We allcollaborate in supporting allstudents.

Peer relations programteaches social skills oncea week.

10:00 Reader’s workshop Special education teachergoes with class to libraryonce a week.

10:45 Read-aloud Several parents orcommunity volunteersper month read books.

12:10 Class meeting12:30 Specials1:00 Math-one group.

Same math skills.Kid experts.

Divide class in two withspecial needs student inspecial education teacher’sgroup. Few minutes one onone.

2:00 Theme study-integrating literacy,science & socialstudies

Share content. Get ideas formulti-level teaching.

Residents from localhospital talk to classonce a month



Bumps In the RoadGetting Around Barriers To Co-Teaching

Children pulled out Ask the special education teacher to come into the classroom

The special education teacher is resistant to trying inclusive teaching

Create a written plan regarding how the needs of the child will 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

Problems Ideas



Back PackPower of 2 and Paraprofessionals

Power of 2 www.powerof2.org/

Project Evolve www.uvm.edu/~cdci/paraprep/

http://www.powerof2.org/

http://www.uvm.edu/~cdci/paraprep/

chapter 5 provide support and collaborate

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