EDPS 410/665EDPS 410/665Spring 2014Spring 2014

1. Document current level of performance

1. Develop student IEP objectives

1. Determine how the objective or related set of objectives can be taught in the general education classroom.

Consider: accommodations, modifications, personnel supports, settings

LRE Decision Process

4. Determine alternative LRE instructional

settings for those objectives that cannot be taught in the general ed setting with the “use of supplementary aids and services.”

5. Identify what additional settings or activities will provide opportunities for interactions with nondisabled peers.

6. Determine how student performance on IEP objectives will be evaluated

LRE process cont.

General Education: student with a

disability is served in the general ed class with no additional personnel support.

Consultation: student receives at least one segment per month of direct service from the special education teacher

Supportive instruction: student receives services from personnel other than a certified teacher in the general education classroom

Personnel Supports

Determine & document current levels of performance

Develop student’s IEP objectives

How can the objective(s) be taught in the general ed classroom?

Mods & Accomm

s.

Mods & Accomm

s.

Personnel

Supports

Personnel

Supports

Settings

Settings

For objectives that can’t be taught in GenEd, identify SpEd & community settings

Identify additional settings/activities to provide opportunity for interaction with nondisabled peers

Co-teaching involves two or more certified

professionals who contract to share instructional responsibility for a single group of students primarily in a single classroom or workspace for specific content or objectives with mutual ownership, pooled resources and joint accountability.

Friend & Cook, 2000

What is Co-Teaching?

Involves two or more professionals Involves heterogeneous groups of students Shared delivery of instruction Shared physical space

Co-Teaching

ALL students learn - label or not . More time to learn content & share learning strategies. Less focus on individual problems. 2X the opportunity to assist students. Background info on special education students is

provided. With help of special educator, meet the needs of

individual student learning styles. Support for students who need organizational

strategies! Peer pressure for appropriate behavior--negative

behaviors are decreased. Professional growth . . . greater personal satisfaction!

Advantages to the General Educator

Time effective Teach with a content area expert and learn the expectations

of the general education classroom. Spend more time and energy in assisting students to develop

motivation, effort, and responsibility for their own learning. Have more opportunities to use learning strategies within

content areas and to move toward generalization. "Reality check" for student goals within the general education

setting. Partnership with a colleague in support of student IEP goals. Rewards of viewing first hand students' success and

establishing credibility among their peers. Improved student behaviors. Mutual learning and appreciation for each other's expertise. Professional growth . . . greater personal satisfaction!

Advantages for the Special Educator

More time spent working cooperatively, learning content,

and understanding students with different abilities. Strong emphasis on learning skills, organizational

responsibility and preparedness. Diverse learning techniques and teaching techniques

available. More contact time with teachers for school and personal

issues. Unique learning needs met to the greatest extent possible Improved self-esteem. Opportunities for leadership and growth within the least

restrictive environment. Less fear of failure due to successful experiences. Enhanced sense of responsibility. Better / more meaningful grades

Advantages for ALL Students

Shared system of beliefs Prerequisite skills Collaboration Classroom Practices Administrative Issues

Framework for Co-Teaching

Teacher roles Student participation level Behavior management styles Equal partnership

Shared system of beliefs

Sharing BeliefsCategory of

teacher beliefHow my co-

teacher believesHow I believe

Noise Noisy classrooms interfere with

some students’ learning

A noisy classroom can be a busy and productive place

Maintaining student notebooks

for a grade

All students responsible for

maintaining daily updated notebook

Students w/ organizational

difficulties need structure built into the class for this

Individual prerequisites

Personal qualities and skills Pedagogical qualities and skills Discipline-specific qualities and skills

Prerequisite Skills

Planning Presenting Processing Problem-solving

Collaboration Levels

One teach/one observe One teach/one circulate Station teaching model Parallel teaching Alternative teaching Team teaching

Approaches to Co-Teaching

All students are assigned to heterogeneous

groups and, under the guidance of the teacher, help one another master content previously presented by the teacher.

Cooperative Learning

Create culture for collaboration Creates opportunities for problem-solving A neutral 3rd party Creates logistics that make co-teaching

feasible

Administrative Issues

Issues for Co-Teaching

Content and modifications

Planning Instructional format Parity Use of classroom

space Noise level Routines

Discipline Feedback Student assessment Teaching chores Confidentiality Pet peeves Whose students are

these?

General education teachers usually plan for

groups of students Special education teachers typically plan for

individuals

Lesson Planning

Co-Planning Lessons

Identify theme, topic, or goal of lesson

Locate content in textbook and/or printed curriculum

Which students cannot benefit from that content? all or nearly all students? by most of the students? some of the students? None of the students?

How will activities take place?

Who will be in each group or activity?

What activities will keep each student motivated and busy?

When, where, and for how long will the lesson plan be taught?

Who is primarily responsible for each of the activities and assessments?

“…to make fit or suitable by changing or

adjusting” (Webster’s Third World Dictionary, 1994)

“a thing resulting from adapting; a change in structure, function, or form that improves the chance of survival…within a given environment.”

“any device or material that is used to accomplish a task in everyday life.”

Definitions

Instruction in specific skills cannot quickly

meet the student’s need because the students disability prohibits the completion of the task in the same manner as the other students

Deciding to Use an Adaptation

Is the adaptation portable for use across

environments? Is the adaptation age-appropriate? Is the adaptation durable for frequent use or

use over time? Does the adaptation appear to be the least

intrusive during activities and the natural flow of events?

Will funding of the adaptation be an issue? Is the adaptation accessible within the team

and resource parameters of the education team?

Considerations

Must be feasible for teachers to implement

Must be lively, engaging, and fun

Must be developed with the goal of workingtoward independence, with a gradual fading and eventual elimination of the adaptation

Must have a definite purpose

Successful Adaptations

Should be part of a comprehensive plan Should benefit the student and enhance, or at

least not detract from the learning of other students

Do not place undue attention on the student or put the student in a potentially embarrassing situation

Are continually evaluated

Successful Adaptations

Environmental Material Instructional Activity

4 Types of Adaptations

Behavioral arrangement Physical arrangement Sensory arrangement

Environmental Adaptations

Alter COMPLEXITY of format Alter MOTOR requirements Alter SENSORY requirements Use of technology

Material Adaptations

Instructional Groupings Teaching Format Rate of Instruction Alternative Approaches

Instructional Modifications

Adjust language level Reduce amount of instruction given at one

time Sequence activities in a logical manner Settings where skills can be functionally

taught Advanced organizers

Instructional Modifications cont.

Use adapted or functional materials that

parallel the regular activity Determine the functional outcome of the

activity and allow for alternative student responses

Engage student in selected parts of an activity

Activity Adaptations

Reduce the number of required responses Within an activity, define different outcomes Allow additional time to complete an activity Increase amount of demonstrations and

hands on experiences

Activity Adaptations