Delivering More Inclusive Delivering More Inclusive Models of Educational Models of Educational

ServicesServices

Victoria L. GreerVictoria L. GreerSpecial Education CoordinatorSpecial Education Coordinator

Dept. of Special EducationDept. of Special Education

Session OutcomesSession Outcomes• Discuss the myths and truths about Discuss the myths and truths about

inclusion.inclusion.

• Discuss ways to shape the culture in Discuss ways to shape the culture in schools for inclusionschools for inclusion

• Discuss the needs of students and Discuss the needs of students and inclusioninclusion

• Discuss the advantages of co-teachingDiscuss the advantages of co-teaching

• Practice the styles of co-teaching Practice the styles of co-teaching

• Review the research on co-teaching Review the research on co-teaching

Let’s Clarify Let’s Clarify

VS

InclusionLRE-Least RestrictiveEnvironment

Understanding the termUnderstanding the term“ Inclusion”“ Inclusion”

• Inclusion is a philosophy or an ideologyInclusion is a philosophy or an ideology

• It is “not” synonymous with It is “not” synonymous with mainstreaming or LREmainstreaming or LRE

• Inclusion is “not” the lawInclusion is “not” the law

• It contemplates the placement of It contemplates the placement of students in the regular classroom with students in the regular classroom with non-disabled students as a right and non-disabled students as a right and implies that the right is an absoluteimplies that the right is an absolute

Defining LREDefining LRESec.612(a)(5)Sec.612(a)(5)In general.--To the maximum In general.--To the maximum

extent appropriate, children with disabilities, extent appropriate, children with disabilities, including children in public or private including children in public or private institutions or other care facilities, are institutions or other care facilities, are educated with children who are not disabled, educated with children who are not disabled, and special classes, separate schooling, or and special classes, separate schooling, or other removal of children with disabilities from other removal of children with disabilities from the regular educational environment occurs the regular educational environment occurs only when the nature or severity of the only when the nature or severity of the disability of a child is such that education in disability of a child is such that education in regular classes with the use of supplementary regular classes with the use of supplementary aids and services cannot be achieved aids and services cannot be achieved satisfactorily.satisfactorily.

Defining Inclusion Defining Inclusion

Inclusive school practices are those that Inclusive school practices are those that individualize instruction and support. It individualize instruction and support. It benefits children both academically and benefits children both academically and socially. Inclusive schools support the socially. Inclusive schools support the concept that everyone belongs, is concept that everyone belongs, is accepted, supports and is supported, by accepted, supports and is supported, by his or her peers and other members of his or her peers and other members of the school community in the course of the school community in the course of having his or her educational needs met having his or her educational needs met (Swartz and Green, 2002). (Swartz and Green, 2002).

What Inclusion is What Inclusion is NOT!NOT!

• It is not a special education “issue.”It is not a special education “issue.”

• It is not something that you It is not something that you necessarily do.necessarily do.

• It is not a set of strategies.It is not a set of strategies.

• It is not a place or placement.It is not a place or placement.

• It is not a “privilege.” It is not a “privilege.”

WHY?WHY?

• It maximizes learning for all students It maximizes learning for all students

• It connects students to their peers It connects students to their peers and communityand community

• It strengthens the connection to real-It strengthens the connection to real-world experiencesworld experiences

• It embraces a more caring and It embraces a more caring and accepting community of learners.accepting community of learners.

7 Myths about Inclusion7 Myths about Inclusion

• ““My class is going to be so big that I can’t manage it.” says My class is going to be so big that I can’t manage it.” says the general education teacherthe general education teacher

• ““I’m going to end up being a high paid teacher’s assistant.” I’m going to end up being a high paid teacher’s assistant.” says the special education teachersays the special education teacher

• ““Those are not my kids, those are their kids.” says the Those are not my kids, those are their kids.” says the general education teachergeneral education teacher

• ““I can’t teach like that.” says the special education teacherI can’t teach like that.” says the special education teacher• ““Why do they have to come to my room.” says the general Why do they have to come to my room.” says the general

education teachereducation teacher• ““I won’t have a classroom anymore.” says the special I won’t have a classroom anymore.” says the special

education teachereducation teacher• ““I don’t have time for all of this.” says both teachersI don’t have time for all of this.” says both teachers

Barrier ActivityBarrier Activity• You will work in groups at your tables.You will work in groups at your tables.

• In your group you will have a “brief” In your group you will have a “brief” discussion about the foreseeable barriers discussion about the foreseeable barriers to inclusion for the district.to inclusion for the district.

• Make a list of the barriers and possible Make a list of the barriers and possible ways to overcome those barriersways to overcome those barriers

• Choose a spokesperson from your group to Choose a spokesperson from your group to shareshare

• You will have 10 minutes to work in groupsYou will have 10 minutes to work in groups

Things to RememberThings to Remember

• We all have basic needs, including We all have basic needs, including the students we teach.the students we teach.

• There are dimensions of learning that There are dimensions of learning that shape our attitudes and perceptions.shape our attitudes and perceptions.

• Our attitudes and perceptions shape Our attitudes and perceptions shape the climate in our classrooms as well the climate in our classrooms as well as our schools and school district. as our schools and school district.

Basic Human NeedsBasic Human Needs

• CommunicationCommunication

• EmpowermentEmpowerment

• Belonging Belonging

• GenerosityGenerosity

• Humor and FunHumor and Fun

• SurvivalSurvival

• Feeling competentFeeling competent

• Dignity Dignity

Dimensions of Learning Dimensions of Learning Habits of Mind

Attitudes and Perceptions

Acquire and Integrate Knowledge

Extend and Refine Knowledge

Use Knowledge Meaningfully

Essential Elements of Essential Elements of Inclusive SchoolsInclusive Schools

Ralph Waldo Emerson

““Four Corners” Four Corners”

Benefits to Students Benefits to Students WithoutWithout Disabilities Disabilities

• Greater acceptance of differencesGreater acceptance of differences

• Encourages diversity of friendshipsEncourages diversity of friendships

• Encourages cooperationEncourages cooperation

• Helps children become more resourceful and Helps children become more resourceful and creative creative

• Strengthens the perception that differences Strengthens the perception that differences are important to a democracyare important to a democracy

• More positive perception of diverse learnersMore positive perception of diverse learners

• Develops leadership skills Develops leadership skills

Benefits to Students Benefits to Students With With DisabilitiesDisabilities

• They become a part of their communityThey become a part of their community• Their peers serve as role modelsTheir peers serve as role models• Their peers provide a reason to Their peers provide a reason to

communicatecommunicate• Encourages the acquisition of motor, Encourages the acquisition of motor,

communication, and other skills within communication, and other skills within natural setting natural setting

• Provides affirmation of individuality Provides affirmation of individuality • Enhances self respectEnhances self respect

Benefits to TeachersBenefits to Teachers• Develop a positive, realistic attitude toward Develop a positive, realistic attitude toward

inclusion.inclusion.• Receive additional training, that enhances the Receive additional training, that enhances the

learning experience of all students. learning experience of all students. • Develop new relationships with professional Develop new relationships with professional

colleagues from various disciplines.colleagues from various disciplines.• Improved planning and collaboration skills Improved planning and collaboration skills • Increases ways of creatively addressing Increases ways of creatively addressing

challengeschallenges• Enhances accountability skills Enhances accountability skills

Benefits to AdministratorsBenefits to Administrators

• Holistically addresses the needs of all Holistically addresses the needs of all studentsstudents

• Creates a school community of Creates a school community of acceptanceacceptance

• School community models the real-School community models the real-world world

• More positive outcomes for students More positive outcomes for students academically academically

Community of Care and Belonging

Physical InclusionPhysical Inclusion

Inclusion Activity #1Inclusion Activity #1

• Find a partnerFind a partner

• You will have 5 minutes to generate a You will have 5 minutes to generate a list of at least 5 strategies that will list of at least 5 strategies that will help facilitate students being help facilitate students being physically physically included at your schoolincluded at your school

• Be prepared to share your responses Be prepared to share your responses

Social Inclusion Social Inclusion

Community of Care and Belonging

Physical Inclusion

Inclusion Activity #2Inclusion Activity #2

• Find a new partnerFind a new partner

• You will have 5 minutes to generate a You will have 5 minutes to generate a list of at least 5 strategies that will list of at least 5 strategies that will help facilitate students being help facilitate students being socially socially included at your schoolincluded at your school

• Be prepared to share your responsesBe prepared to share your responses

Academic Inclusion Academic Inclusion

Community of Care and Belonging

Physical Inclusion Social Inclusion

Inclusion Activity #3Inclusion Activity #3

• Find a different partnerFind a different partner

• You will have 5 minutes to generate a You will have 5 minutes to generate a list of at least 5 strategies that will list of at least 5 strategies that will help facilitate students being help facilitate students being academically academically included at your schoolincluded at your school

• Be prepared to share your responsesBe prepared to share your responses

Where Does it Begin? Where Does it Begin?

FriendsFriends

Community of Care and Belonging

Physical Inclusion Social Inclusion

Academic Inclusion Friends

Factors Associated with Factors Associated with Friendship Development Friendship Development

Opportunity Proximity

Perceptions of Similarity Competence

Inclusion Activity #4Inclusion Activity #4

• At your tableAt your table

• You will have 5 minutes to generate a You will have 5 minutes to generate a list of at least 5 strategies that will list of at least 5 strategies that will help facilitate help facilitate friendshipsfriendships between between students with and without disabilities students with and without disabilities at your schoolat your school

• Be prepared to share your responsesBe prepared to share your responses

Embrace Good Teaching Embrace Good Teaching

Good teachers are Good teachers are costly, but bad costly, but bad

teachers cost more. teachers cost more.

-Bob Talbert-Bob Talbert

Inclusion Activity #5Inclusion Activity #5

• As a whole group As a whole group

• For the next 5 minutes let’s generate For the next 5 minutes let’s generate a list of strategies that a list of strategies that administrators administrators can provide or do that can provide or do that can help include students more.can help include students more.

Administrative Leadership

Develops Supportive Organizational Structures

Visionary and Courageous

Organizes Systematic Staff Development

Encourages Collaborative Problem Solving

Develops Supportive Develops Supportive Organizational StructuresOrganizational Structures

• Flexible Scheduling Flexible Scheduling

• Common Planning Common Planning

• Grade Level Supports Grade Level Supports (Special (Special Education is viewed as a Service Education is viewed as a Service and not a Place) and not a Place)

Visionary and CourageousVisionary and Courageous

Models inclusive practices Models inclusive practices with staff and students with staff and students

and holds and holds ALLALL

(teachers and students) (teachers and students) to high expectationsto high expectations

Organizes Systematic Staff Organizes Systematic Staff Development Development

Evidenced Based, Evidenced Based, Differentiated Instruction Differentiated Instruction

and Motivational and Motivational PracticesPractices

Encourages Collaborative Encourages Collaborative Problem SolvingProblem Solving

The Problem is NEVER The Problem is NEVER whether we should, whether we should, It’s HOW we shouldIt’s HOW we should

IdeasIdeas“Finding Time to Plan”“Finding Time to Plan”

• Purchased Time (Summer)Purchased Time (Summer)

• Borrowed TimeBorrowed Time

• Freed up Time (Parent volunteers, Freed up Time (Parent volunteers, student teachers)student teachers)

• Released Time (In-Service and Released Time (In-Service and Professional Development Days)Professional Development Days)

• Common Time (Block Planning)Common Time (Block Planning)

• Better Used Time (Faculty Meetings) Better Used Time (Faculty Meetings)

Models of InclusionModels of Inclusion

Inclusion ModelsInclusion Models

• Consultant ModelConsultant Model

• Teaming ModelTeaming Model

• Collaborative/Co-Collaborative/Co-teaching Modelteaching Model

Consultant ModelConsultant Model

In a building with a low incidence of special needs In a building with a low incidence of special needs students and overall low student population, this students and overall low student population, this

model would be very compatible. The special model would be very compatible. The special education teacher is made available to re-teach a education teacher is made available to re-teach a

difficult skill or to help the students practice a difficult skill or to help the students practice a newly acquired skill. This is a non-intrusive newly acquired skill. This is a non-intrusive approach that provides the special needs approach that provides the special needs

students with at least two teachers to ask for help students with at least two teachers to ask for help with curriculum problems. Regularly scheduled with curriculum problems. Regularly scheduled

meetings are recommended rather than meetings are recommended rather than

communication on an as-needed basiscommunication on an as-needed basis..

Teaming ModelTeaming Model

• The special education teacher is The special education teacher is assigned to one grade level team with assigned to one grade level team with one planning period per week for the one planning period per week for the team. The special education teacher team. The special education teacher provides student information, possible provides student information, possible instructional strategies, modification instructional strategies, modification ideas for assignments/tests, and ideas for assignments/tests, and behavior strategies. The team meets behavior strategies. The team meets on a regular basis, establishing on a regular basis, establishing consistent communication among the consistent communication among the team members. The team model is team members. The team model is presented so teachers are not working presented so teachers are not working independently to achieve success independently to achieve success with their students. All team with their students. All team members work together and broaden members work together and broaden their knowledge in various areas, their knowledge in various areas, whether they are from general whether they are from general education or special education. education or special education.

Teaming ModelTeaming ModelDisadvantagesDisadvantages

• Resistance to implementing the Resistance to implementing the modificationsmodifications

• Delayed assistance for students with Delayed assistance for students with difficultydifficulty

• High student to teacher ratioHigh student to teacher ratio• Limited opportunities for special Limited opportunities for special

education teachers to work in the education teachers to work in the general education classroomgeneral education classroom

CollaborationCollaboration• Comes from “co-labor”= to work togetherComes from “co-labor”= to work together

• Collaboration is a style of interaction Collaboration is a style of interaction between at least two co-equal parties between at least two co-equal parties voluntarily engaged in shared decision voluntarily engaged in shared decision making as they work toward a common goal making as they work toward a common goal (Cook & Friend, 1995).(Cook & Friend, 1995).

• The most common goal of teachers is to The most common goal of teachers is to boost student achievement. boost student achievement.

• One model of collaboration is co-teachingOne model of collaboration is co-teachingL. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. L. Cook and M. Friend(1995). Co-teaching guidelines for creating effective practices. Focus on Exceptional Children, 28, 3, 1-16. Focus on Exceptional Children, 28, 3, 1-16.

Co-TeachingCo-Teaching

• A teaching relationship in which general A teaching relationship in which general and special education teachers share and special education teachers share responsibility for responsibility for planning, delivery planning, delivery and evaluationand evaluation of instruction for a of instruction for a heterogeneous group of students.heterogeneous group of students.

• These teachers work in These teachers work in coactive and coactive and coordinated fashion coordinated fashion in which they use in which they use techniques which allow students of techniques which allow students of varying abilities to achieve their potential. varying abilities to achieve their potential.

US Department of Education 2008-Teacher to Teacher InitiativeUS Department of Education 2008-Teacher to Teacher Initiative

Components of the Co-Components of the Co-teaching Relationshipteaching Relationship

• Teachers are equally responsible for Teachers are equally responsible for what happens in the classroom. what happens in the classroom.

• Decisions are made together.Decisions are made together.• Teachers share Teachers share ALLALL roles. roles. • Students need determines classroom Students need determines classroom

practice. practice. • Both teachers facilitate learning and Both teachers facilitate learning and

impact knowledge. impact knowledge.

Why Learn to Co-TeachWhy Learn to Co-Teach

• Every general education teacher at some point Every general education teacher at some point will have a child with a disability, 504 Plan, or will have a child with a disability, 504 Plan, or Behavior Intervention Plan integrated into his or Behavior Intervention Plan integrated into his or her classroom.her classroom.

• This child may be serviced by a special education This child may be serviced by a special education teacher or some other specialist, such as a teacher or some other specialist, such as a speech therapist.speech therapist.

• Co-teaching allows two adults with different areas Co-teaching allows two adults with different areas of expertise to work together in one classroom for of expertise to work together in one classroom for the benefit of the benefit of ALLALL children. children.

• Allows for a wider range of instructional Allows for a wider range of instructional techniques and strategies.techniques and strategies.

Benefits of Co-TeachingBenefits of Co-Teaching

• Increases learning options for all students. Increases learning options for all students. • Improves program intensity and continuity.Improves program intensity and continuity.• Reduces the stigma of students disabilities and Reduces the stigma of students disabilities and

learning difficulties. learning difficulties. • Increases support for teachers and related service Increases support for teachers and related service

personnel.personnel.• Most importantly, co-teaching utilizes the Most importantly, co-teaching utilizes the unique unique

perspectives perspectives of general and special educators of general and special educators who share their who share their strengthsstrengths to create teaching to create teaching approaches that could not occur if only one approaches that could not occur if only one teacher were present. teacher were present.

Research and Co-TeachingResearch and Co-Teaching

• An analysis of all co-teaching studies by Murawski & Swanson in 2001An analysis of all co-teaching studies by Murawski & Swanson in 2001indicated that indicated that co-teaching can have a positive effect on studentco-teaching can have a positive effect on studentachievementachievement..

• Reading and language arts Reading and language arts showed the strongest outcomes.showed the strongest outcomes.Achievement in Achievement in Math and lower referrals Math and lower referrals for special educationfor special educationwere also noted as moderate outcomes.were also noted as moderate outcomes.

• Zigmond and colleagues (2003) watched students in a co-taughtZigmond and colleagues (2003) watched students in a co-taughtclassroom and found that classroom and found that students received more interactionsstudents received more interactionswith a teacherwith a teacher– – This meant more individual attention, more time on-task, and lessThis meant more individual attention, more time on-task, and lessstudents responding off-task.students responding off-task.– – The results seemed subtle but added up: 2 minutes more perThe results seemed subtle but added up: 2 minutes more perperiod, 5 periods per week x 36 weeks, = 360 minutes or period, 5 periods per week x 36 weeks, = 360 minutes or 66hours more of paying attention for a student with ahours more of paying attention for a student with adisability.disability.

W. Murawski & L. Swanson (2001). W. Murawski & L. Swanson (2001). A meta-analysis of co-teaching: Where are the data?A meta-analysis of co-teaching: Where are the data? Remedial Remedial and Special Education 22, 3, 258-267. and Special Education 22, 3, 258-267.

Components that Support Co-Components that Support Co-TeachingTeaching

• Administrative SupportAdministrative Support

• Common planning timeCommon planning time

• FlexibilityFlexibility

• Risk takingRisk taking

• Defined roles and responsibilitiesDefined roles and responsibilities

• CompatibilityCompatibility

• Communication skillsCommunication skills

Structures for Working Structures for Working Together in the ClassroomTogether in the Classroom

• There are many ways that teachers can work together toThere are many ways that teachers can work together tomake the lesson easier to understand for all students.make the lesson easier to understand for all students.

• One teacher can take the lead, with one supporting the One teacher can take the lead, with one supporting the other and focusing on individual or groups of studentsother and focusing on individual or groups of students– – Lead/supportLead/support– – Alternative or pull-aside groupsAlternative or pull-aside groups

• Both teachers can lead lessons so the teacher/student Both teachers can lead lessons so the teacher/student ratio is reduced.ratio is reduced.– – Team teachingTeam teaching– – Parallel teachingParallel teaching– – Station teachingStation teaching

Lead/Support ModelLead/Support Model

• One teacher can have primary responsibility forOne teacher can have primary responsibility forteaching while the other:teaching while the other:– – Observes particular student behaviorsObserves particular student behaviors– – Assesses individual studentsAssesses individual students– – Circulates through the room providingCirculates through the room providingunobtrusive one-to-one assistanceunobtrusive one-to-one assistance

• Avoid the “paraprofessional trap,” where theAvoid the “paraprofessional trap,” where thespecial educator becomes a paraprofessional,special educator becomes a paraprofessional,merely an “assistant” in the GE classroommerely an “assistant” in the GE classroom

Alternative Teaching Alternative Teaching

One teacher works with a small One teacher works with a small group needing re-teaching while the group needing re-teaching while the

other provides enrichment or other provides enrichment or alternative alternative activities for the rest of activities for the rest of

the class. This the class. This can be used for can be used for pre-teaching, enrichment and/or pre-teaching, enrichment and/or

assessment.assessment.

Alternative Teaching ExampleAlternative Teaching Example

Okay you got it let’s go on to the next problem.

Let’s go over it again.

Parallel Teaching Parallel Teaching

Both teachers teach Both teachers teach the same information, the same information,

but they divide the but they divide the class group and do so class group and do so

simultaneously simultaneously

Parallel Teaching ExampleParallel Teaching Example

24x6=

24x6=

Station Teaching/Center Station Teaching/Center Teaching Teaching

Teachers divide content and students, eachTeachers divide content and students, each

then teaches the content to one group andthen teaches the content to one group and

subsequently repeats the instruction for thesubsequently repeats the instruction for the

other group. Sometimes there is another other group. Sometimes there is another “station” for independent work or “station” for independent work or

computer work.computer work.

Station/Center Teaching Station/Center Teaching ExampleExample

Teacher-Led Groups

Look at the first problem,8/4

If you have 8 pieces of pizzaAnd you need to give it to 4Children, how many does each child get?

Independent Group

With a partner cut out the Pizzas and paste them onto your Paper to show the expressionsOn the list 8/4, 21/2, 3/3

Team Teaching Team Teaching

Both teachers are delivering the Both teachers are delivering the samesame

instruction at the same time. One instruction at the same time. One may model while the other speaks, may model while the other speaks,

one may demonstrate while the one may demonstrate while the other explains. The teachers role other explains. The teachers role

play, or they may simply take turns play, or they may simply take turns delivering instruction.delivering instruction.

Team Teaching ExampleTeam Teaching ExampleTeachers share teaching tasks

We are learning toMultiply 2 digit numbers by 1 digit numbers

16X 2

Implementation SuggestionsImplementation Suggestions

• During the planning process, discuss your views onDuring the planning process, discuss your views onteaching and learning, and especially, your viewsteaching and learning, and especially, your viewson children with disabilities.on children with disabilities.

• Discuss behavior management and other practicesDiscuss behavior management and other practicesso you can come to an agreement.so you can come to an agreement.

• Let parents know about the benefits of co-teaching.Let parents know about the benefits of co-teaching.• Agree to be equal partners:Agree to be equal partners:

– – Plan ways to talk out disagreementsPlan ways to talk out disagreements– – Proceed slowly in designing, implementing, andProceed slowly in designing, implementing, andevaluating the co-teaching processevaluating the co-teaching process

It is not because things are It is not because things are difficult that we do not dare. difficult that we do not dare. It is because we do not dare It is because we do not dare

that things are difficultthat things are difficult

By: SeneccaBy: Senecca

QuestionsQuestions