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Effective Math Instruction in a Variety of Educational EnvironmentsCEP 802A10/21/11Ashley ShahidullahRecent Legislative RequirementsIDEA 2004Increased accountability for students with disabilitiesEnsures highly qualified teachersEnsures students with disabilities access to the general curriculum (and must demonstrate progress)To the maximum extent appropriate student with disabilities will be included in general education settingsIDEA-Individuals with Disabilities Act2NCLB 2002Increased access to challenging curriculum and highly qualified teachers for students with disabilitiesIncludes students with disabilities in statewide testingHas increased the inclusion of students with special needs in the general education settingHoweverCurrently the resource room is still the most popular placement option for students with disabilitiesInclusion is becoming increasingly popular as legislation has mandated access to the general education curriculum

Inclusionhttp://www.youtube.com/watch?v=g9-XX9227ek

http://www.youtube.com/watch?v=TCn4qDyuZVEhttp://www.youtube.com/watch?v=o5WCX-998vs&feature=related

5In response to the shift in placements of students with disabilities from self-contained settings to general education settings, schools have restructured their service delivery models so that special educators move with their students into the general education environment, redefine professional roles, drop professional labels, and establish collaborative partnerships with other teachers (Weiss & Lloyd, 2003)Inclusive EducationWhat are the benefits?What are the challenges?Inclusive educationIs about responding to diversity; it is about listening to unfamiliar voices, being open, empowering all members and about celebrating difference in dignified ways, from this perspective, the goal is not to leave anyone out of school (Barton, 1997)Advantages According to Truelove et al. (2007), Students are not pulled out of classLess stigmatization as special education studentsRemain part of the regular classroomHas led to collaboration among gen ed and special ed teachers: known as co-teachingBenefits of Inclusion for Children with Special Needs

sense of belonging stimulating environment for growth evolves in identity as a member of a community social skills development provides opportunities to develop neighborhood friends enhances self-respect and concepts of self-awareness peer role models

Benefits of Inclusion for Typically Developing Peers

opportunities to experience diversity of society develops an appreciation that everyone has unique characteristics and abilities develops respect for others with diverse characteristics develops sensitivity toward others' limitations develops feelings of empowerment and the ability to make a difference increases abilities to help others develops capacity for empathy

Benefits of Inclusion for Adult Leaders and Teachers

helps adults appreciate the diversity of society helps adults recognize that all students have strengths creates an awareness of the importance of direct individualized attention increases ways of creatively addressing challenges teaches collaborative problem solving skills develops teamwork skills acquire different ways of perceiving challenges as a result of being part of a multi-disciplinary team enhances accountability skills

Benefits of Inclusion for the Community

promotes the civil rights of all individuals supports the social value of equality teaches socialization and collaborative skills builds supportiveness and interdependence prevents emergence of negative social behaviors provides children a miniature model of the democratic process

In many inclusive middle and secondary schools, educators and other support personnel have redefined their roles to that of collaborative team members who jointly plan, instruct, and solve the daily problems of teaching in todays diverse classroomsHaving multiple instructional agents in the classroom increases the instructor/student ratio and immediacy in diagnosing and responding to student needs (Villa, Thousand, Nevin, & Liston, 2005)

CollaborationCollaborative consultation the special education teacher provides assistance to general educators and indirect student services outside of the classroom

Co-teachingCo-Teachinghttp://www.youtube.com/watch?v=TCn4qDyuZVE

What is Co-TeachingBrainstorm with your groupWhat is it?What does it look like?What are the roles for special ed and gen ed teacher?Have you co-taught?Collaborative ApproachesConsultation where support personnel provide advisement to the general educatorSupportive co-teaching where the general educator takes the lead role and support personnel rotate among students to provide supportParallel co-teaching where support personnel and the general educator instruct different heterogeneous groups of studentsComplementary co-teaching where support personnel do something to supplement or complement the instruction provided by the general educatorTeam teaching where support personnel and general educator co-teach along side one another and share responsibility for planning, teaching, and assessing the progress of all students in the class(Villa, Thousand, Nevin, & Liston, 2005)Why Co-teach Math?Curriculum is more content specificHigh-stakes assessments attached to coursesSecondary math teachers are specialized in math content but minimal training in how to meet the needs of students with disabilitiesSpecial ed teachers are skilled at accommodating curriculum

Co-TeachersAre expected to blend their expertiseAre expected to provide instruction to all studentsSecondary teacher brings content knowledgeSpecial ed teacher brings knowledge of student learning

This marriage shouldImprove instruction for students with disabilities placed in general education classroomsWhat does it really look like?In 8 typical high schools observed as part of a research studyAll students with special needs were included in gen ed math classAll classes included gen ed and special ed teacher in classroomAll have been co-teaching for 3-5 years

What observers noticedBoth teachers were most often observed monitoring independent practice Special ed teacher assisted students as primary teacher instructed

SpecificallyGen ed teacher was primary instructorSped teacher circulated around room drifting from student to studentThis was the case for 33 out of 49 observationsThis is typical for beginning co-teachers and is referred to as One teach- One assist (M. Friend)

Team teaching, where both teachers are active instructors occurred in 9 of 49 observations and lasted only 60 min of a possible 405 minSpecial ed teacher was almost NEVER the primary instructor 3 observations of 5 min segments, special ed teacher was observed leading a math class while gen ed teacher provided supportOnly 2x were sped teachers observed delivering instruction to small groups of students during secondary math classes (less than 20min total during entire study)

Teachers PerceptionsFrom interviews with teachersGen ed teachers saw special ed teachers role as being supportive when Im instructing, she can sort of watch what theyre doing and maybe pick up on when theyre not attentive or what theyre having more trouble with.Special ed teacher saw her role as being constrained by the gen ed teachers reliance on whole class instructionSpecial ed. teacher:I think a lot of times at the high school level, you can see teachers getting in a lecture routine type of thingthere are so many more possibilities.Effective Co-teaching requiresAdministrative supportProfessional development in co-teaching strategies and practicesCommon planning timeProfessional rapportCommunication What secondary math co-teaching could be!Role of special ed teacher should be to explicitly teach processes that help students with disabilities understand math conceptsSmall group instruction that allows for closer student monitoring and one-on-one attentionTeach concepts not just procedures allow extra time for students to develop mathematical language and understanding, focus on the Big Ideas, demonstrate multiple ways of solving problems,

Because a special ed teacher is present in secondary math classes, co-teachers are expected to provide a wider range of instructional alternatives to enhance the participation of students with disabilitiesAnd to enhance participation of students with disabilities And to improve performance outcomes for all students (Cook & Friend, 1996)5 models of co-teachingComplementary teachingStation teachingParallel teachingAlternative teachingShared teaching

Complementary TeachingDesign Lead teacher models organization of the content. Lead teacher identifies skills and strategies needed for groups and individual students to complete the task of the lesson. Support teacher assists.Communication Lead teacher conducts formal teaching. Support teacher teaches components of lessons with small groups of individuals. Support teacher provides content support to lead teacher's lesson.Monitoring Lead teacher uses pre-assessment to determine students' need for support. Support teacher assesses students' skills and facilitates self-regulation during the lesson. Students use self-assessment as they request assistance during or after a formal lesson.BenefitsHaving two teachers to help individual students after the lesson is presented (individual guided practice).Station TeachingDesign Lead teacher and support teacher segment the lesson content. Lead teacher and support teacher divide thenumber of stations they are responsible for. Both teachers plan and organize their station activities with attention to possible group differences.Communication Lead teacher and support teacher segment learningto small groups or individual at the stations they design.Monitoring Lead teacher and support teacher use pre-assessmentto determine how students are selected for stations (e.g., skills, interests, random, etc.) Given the organizational structure and tasks of each station, assessment done by students can be used during the lesson.BenefitsFacilitates small group learning and is responsive toindividual needs. The notions of "mini0lesson", "masterylearning", "accelerated learning", and other ideas thatteach to many achievement levels can be readilyaddressed in this mode.Parallel TeachingDesign Lead teacher and support teacher collaborativelyorganize the lesson content. Lead teacher and support teacher identify strategiesneeded for groups and individual students Lead teacher and support teacher divide the students into two groups.Communication Lead teacher and support teacher independentlydeliver the lesson plan to each of the groups. Lead teacher and support teacher facilitate learningin their group.Monitoring Lead teacher and support teacher monitor their own groups of students. Lead teacher and support teacher use post lessonreflection to share their expectations using the same lesson plan with different groups of students.BenefitsParallel teaching is very helpful whenever we want toincrease the likelihood of participation, publication, andsharing. Also, it allows us to work intensively with a smallgroup of students.Alternative TeachingDesign Lead teacher and support teacher make decisionsabout the content and organization of the lesson. Lead teacher and support teacher determine the appropriate structures for alternative remedial or enrichment lessons that would promote student learning.Communication Lead teacher conducts formal teaching. Support teacher implements supplemental activities for the whole group, small groups or individuals before or after the formal lesson.Monitoring Lead teacher and support teacher pre-assess thestudents to plan for alternative lessons. Lead teacher and support teacher assess the students during the formal lesson to identify students who would benefit from the alternative lessons. Student self-assessment and/or peer-assessment encourages students to articulate their need for alternative forms of instruction.BenefitsAllows us to use alternative methods to re-teach or extend the lesson up or down. This model reminds us that we may need more visual, auditory, tactile, kinesthetic support to successfully communicate certain skills, concepts and ideas.Shared TeachingDesign Lead teacher and support teacher make decisionsabout the content and organization of the lesson. Lead teacher and support teacher teach simultaneously to whole class.Communication Both lead and support teacher conducts formal teaching.Monitoring Lead teacher and support teacher pre-assess the students. Lead teacher and support teacher assess thestudents during the formal lesson to identifystudents who would benefit form alternative lessons.BenefitsTeam teaching is very powerful when the entireclass is participating in a particular inquiry project likea thematic unit.AccommodationsPresentationResponsesSettingTime/ SchedulingPacingPresentation how material is presented to the childHow the test looks -- is the layout clear and uncluttered?Increase of the size of type font Repetition of directions Braille Use of taped books instead of print copy.Other accommodations may include enlarging worksheets, highlighting key vocabulary terms, or drawing boxes around individual math problems to prevent difficulty with visual tracking.

Responses how the child demonstrates knowledge

Allowing the child to mark answers in a book instead of a separate sheet of paperOral testing vs. written work Short answers instead of essayGiving non-verbal answers such as pointing to the correct answer choice.Setting when and where the student worksThe use of a study carrel Providing a quiet environment Special lighting Background music Separate room

Timing / schedules -- extended time, frequent breaks, time of day.

Pacing -- the rate at which new content is presented and the frequency of review. Slower students require more time spent per lesson while gifted students advance more easily and rapidly.Your Co-taught Lesson

You will plan a co-taught math lesson that incorporates interactive technologyLearning Barriers Plan (p.187)Use one of the 5 models of co-teaching and write a reflectionWork in pairs43You will create a classroom of unique studentsIdentify students with learning disabilitiesSelect any objective, any grade level

For next weekSubmit Project 5- Lesson Plan and LBP form on ANGELArticle about AutismContinue to brainstorm ideas for co-taught technology lesson planReferencesCook, L., & Friend, M. (1996). Co-teaching: Guidelines for creating effective practices. In E. L. Meyer, G. A. Vergason, & R. J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings (pp. 309-330). Denver, CO: Love.