coordinating instruction, collaborating, and co-teaching: the ever ending role of special education...
TRANSCRIPT
Coordinating Instruction, Collaborating, and Co-teaching:
The Ever Ending Role of Special Education
SPED 5020- Chapter 11
Types of Instructional Arrangements
• Large Group Instruction
• Small group instruction
• One-to-one instruction
• Independent learning
• Cooperative group/learning
• Peer Learning
• Class wide peer tutoring
Physical Considerations
• Audio visual area
• Computer centers
• Accessibility of materials
• Comfortable area
• Learning centers
• Procedures and rules
Consideration on Selecting Material
• Curricular responsibilities
• Academic levels of students
• Instructional arrangements
• Materials to be used while learning
• Use of materials for assessment
• Materials that are student-centered vs. teacher centered
Equipment Considerations
• Published material• Tape recorders• Overhead projectors• VCR/DVD• Stop watch• Individual white boards• Flannel/magnetic board• Instructional games• ORGANIZATION
Schedule Considerations
• Planning time with general educator• Observation time• Meetings with other professionals• Alternative instructional arrangements• Grading and assessment• Explicit instruction• Free time• Transition time
What to Expect when Co-teaching or Providing Push-in Services
• Gen. Ed teachers will make adaptations to an extent
• Students with special needs are treated the same- good and bad
• Students with special needs in the mainstream participate but are more passive learners
• In mainstream large group instruction is the norm, but our students may be used to smaller groups
Adaptations General Education Teachers are Willing to Make
• Provide reinforcement and encouragement• Establish a personal relationship with
mainstream students• Involve mainstreamed students in whole
class activities• Establish routines for mainstreamed
students• Establish expectations for learning and
behavior
Adaptation General Education Teachers are NOT Willing to Make
• Adapt long-range plans
• Adjust physical environment
• Use alternative materials or adapt current materials for students with special needs
• Adapt scoring and grading criteria for students with special needs
• Provide individualized instruction to meet students needs
Dilemmas of In-Class Support
• Student ownership
• Individuals vs. class focus
• Content vs. accommodation
• New roles for special education teacher- whose class is this?
• Real world vs. student world
• Planning time
How to Collaborate
• Choose a model– Co-teaching; consultant teaching;
paraprofessionals; teacher assistance teams
• Procedures for working together– Define roles; clarify questions; summarize;
circumvent problems; evaluate effectiveness of teams; listening skills; plan with goals and objectives
Existing Models for Co-teaching
• One group- 1 leader- 1 teacher
• Two mixed ability groups: 2 teachers teach the same content
• Two same ability groups
• Multiple groups
• Whole class
Tips for Successful Co-teaching
• Who gives grades, and how do you grade?
• Whose classroom management rules do you follow and how enforces them?
• What space do I get?• What do we tell the students/• How can we get time to co-plan and
coordinate?• How do we know it is working?