Meeting the needs of students Meeting the needs of students with special educational with special educational

needs through team teaching.needs through team teaching. Fiona KearneyFiona Kearney

Assistant National Co-ordinatorAssistant National Co-ordinator

Special Education Support Service (SESS)Special Education Support Service (SESS)

AimsAims

Rationale for teacher collaborationRationale for teacher collaboration

Guiding principles of teacher Guiding principles of teacher collaboration in the form of team-collaboration in the form of team-teaching teaching

ObjectivesObjectives

Define team-teaching ;Define team-teaching ; Define teachers’ rolesDefine teachers’ roles Outline benefits for schools, students Outline benefits for schools, students

and teachers;and teachers; Potential challenges for schools;Potential challenges for schools; Importance of Co-planning/Model Importance of Co-planning/Model

Rationale for teacher Rationale for teacher collaborationcollaboration

‘ ‘ Collaborative approaches to educating Collaborative approaches to educating learners with special educational needs learners with special educational needs are becoming increasingly embedded in are becoming increasingly embedded in educational systems around the world. educational systems around the world. Although many aspects of collaboration Although many aspects of collaboration are still to be researched there is sufficient are still to be researched there is sufficient empirical evidence in support of its empirical evidence in support of its underlying philosophy to justify its underlying philosophy to justify its implementation’. D. Mitchell. (2008)implementation’. D. Mitchell. (2008)

RationaleRationale

The Guidelines on the provision of The Guidelines on the provision of special education at post primary level special education at post primary level (2007) and the N.C.C.A. documents on (2007) and the N.C.C.A. documents on the same topic (2006) recommend the the same topic (2006) recommend the provision of support within the regular provision of support within the regular classroom.classroom.

RationaleRationale

1970s: shared areas1970s: shared areas DES Circular 24/03: “wherever possible, schools DES Circular 24/03: “wherever possible, schools

should provide additional help for children in the should provide additional help for children in the mainstream classroom….” mainstream classroom….”

SEN teamsSEN teams EPSEN 2004: inclusion wherever possible, with EPSEN 2004: inclusion wherever possible, with

caveatscaveats DES Circular 02/05: Co-teaching specifically DES Circular 02/05: Co-teaching specifically

recommended as inclusive modelrecommended as inclusive model

Placing students with SEN in Placing students with SEN in mainstream classesmainstream classes

‘‘children with special needs cannot simply be children with special needs cannot simply be placed in mainstream settings in the hope placed in mainstream settings in the hope that normality will rub off on them’ that normality will rub off on them’ Mc Namara and Mc Namara and Moreton (1993)Moreton (1993)

Schools have to prepareSchools have to prepare The employment of team-teaching takes the The employment of team-teaching takes the

stigma away from any one student and stigma away from any one student and provides a better learning and teaching provides a better learning and teaching environment for all. environment for all.

PROS of placing students with PROS of placing students with SEN in mainstream classesSEN in mainstream classes

All children learn from each otherAll children learn from each other-Typical children become more accepting of -Typical children become more accepting of

individual differencesindividual differencesImproved self-esteemImproved self-esteem

Acquire leadership skills/empatheticAcquire leadership skills/empatheticexposure to a variety of teaching stylesexposure to a variety of teaching styles

-SEN students have role-models-SEN students have role-models Can be cost effectiveCan be cost effective Natural Environment-world is inclusiveNatural Environment-world is inclusive

Team TeachingTeam Teaching

Team teaching occurs when two or Team teaching occurs when two or more teachers jointly deliver more teachers jointly deliver instruction to a diverse group of instruction to a diverse group of students in a single physical space.students in a single physical space.

(Cook and Friend,1995: (Cook and Friend,1995: 1)1)

Team TeachingTeam Teaching

Teachers share responsibility for planning Teachers share responsibility for planning and instructionand instruction

Teachers work collaboratively on Teachers work collaboratively on delivering content, developing skills, delivering content, developing skills, clarifying information, facilitating learning clarifying information, facilitating learning and classroom managementand classroom management

Requires mutual trust, respect and Requires mutual trust, respect and empathy between teachers. empathy between teachers.

Strengths of team-teaching at Post-Strengths of team-teaching at Post-primary level:primary level:

InclusivenessInclusiveness Helpful academically, but not a substitution for Helpful academically, but not a substitution for

any necessary modifications/accommodationsany necessary modifications/accommodations Raises issue of inclusion amongst general Raises issue of inclusion amongst general

student populousstudent populous Offers a less fragmented educationOffers a less fragmented education All pupils have equal access to the curriculumAll pupils have equal access to the curriculum

ConsiderationsConsiderations

Teachers need to volunteer and agree to team-Teachers need to volunteer and agree to team-teachteach

Gradual implementationGradual implementation Attention needs to be given to planning to Attention needs to be given to planning to

enable desired learning outcomes for all enable desired learning outcomes for all students to be achievedstudents to be achieved

Continuity of schedulingContinuity of scheduling Careful timetabling in advanceCareful timetabling in advance Flexibility of teachers involved – compatibilityFlexibility of teachers involved – compatibility Common approach to disciplineCommon approach to discipline

Guiding Principles for team-Guiding Principles for team-teachingteaching

Teachers who are comfortable taking the Teachers who are comfortable taking the initiative, self confident in their knowledge initiative, self confident in their knowledge and in their abilities and who are committed and in their abilities and who are committed to their profession fare well in this to their profession fare well in this environmentenvironment

There needs to be some compatibility of the There needs to be some compatibility of the team-members educational philosophies and team-members educational philosophies and professional attitudesprofessional attitudes

The teachers need to develop a working The teachers need to develop a working friendship but do not need to become friendship but do not need to become ‘buddies’‘buddies’

Personal Attributes for team Personal Attributes for team teaching Iteaching I

To be trustworthyTo be trustworthy To have a flexible, friendly personalityTo have a flexible, friendly personality To be able to create a positive To be able to create a positive

atmosphere in the classroomatmosphere in the classroom To be able to negotiateTo be able to negotiate To have a good personal attitude and To have a good personal attitude and

positive self esteempositive self esteem

Personal attributes IIPersonal attributes II

To have a sense of humourTo have a sense of humour To be able to promote equality and sharingTo be able to promote equality and sharing To be a facilitator, rather than an instructorTo be a facilitator, rather than an instructor To have a dedication and a commitment to To have a dedication and a commitment to

the job of teachingthe job of teaching To be willing to try and learn new thingsTo be willing to try and learn new things To have a child-centred, or a curriculum- To have a child-centred, or a curriculum-

centred philosophy of teachingcentred philosophy of teaching

It need not be an “all-or-nothing” It need not be an “all-or-nothing” approachapproach

Teachers do not have to commit to only team-Teachers do not have to commit to only team-teaching as an approach;teaching as an approach;

Team-teaching is not the only option for meeting Team-teaching is not the only option for meeting the needs of SEN students;the needs of SEN students;

Team-teaching may not be appropriate in some Team-teaching may not be appropriate in some subject areas;subject areas;

SEN students will typically be in a team-teaching SEN students will typically be in a team-teaching classroom for only part of the day. classroom for only part of the day.

What are the benefits for What are the benefits for the school?the school?

1.1. Allows for greater inclusion of SEN students in the mainstream.Allows for greater inclusion of SEN students in the mainstream.

2.2. Allows for collaboration between all teachers.Allows for collaboration between all teachers.

3.3. Allows for the promotion of models of good practice.Allows for the promotion of models of good practice.

4.4. Additional support is made available to a whole class group while Additional support is made available to a whole class group while monitoring and supporting individual students.monitoring and supporting individual students.

5.5. Promotes a positive relationship between student and teacher(s)Promotes a positive relationship between student and teacher(s)

6.6. Allows for modelling of positive behaviour in classrooms.Allows for modelling of positive behaviour in classrooms.

7.7. Allows teachers to differentiate programmes of work and support Allows teachers to differentiate programmes of work and support initiatives within the schoolinitiatives within the school

What are the benefits for What are the benefits for the student?the student?

1.1. Increased teacher time for the students due to 2 adults Increased teacher time for the students due to 2 adults working together either inside or outside the classroom.working together either inside or outside the classroom.

2.2. Allows Target students to be grouped Allows Target students to be grouped

3.3. Supports inclusion through access to the curriculum Supports inclusion through access to the curriculum without stigma of withdrawal.without stigma of withdrawal.

4.4. Provides differentiated learning experiences for all Provides differentiated learning experiences for all learning styles and abilities e.g. additional material etc.learning styles and abilities e.g. additional material etc.

5.5. Allows for greater variety – skills and modes of working.Allows for greater variety – skills and modes of working.

What are the benefits for the What are the benefits for the teacher? teacher?

1.1. Allows for the Learning Support and Resource Teacher to deal with Allows for the Learning Support and Resource Teacher to deal with larger numbers of pupils than if they were working solely on their larger numbers of pupils than if they were working solely on their own.own.

2.2. Avoids teacher isolation.Avoids teacher isolation.

3.3. Provides opportunities for shared decisions.Provides opportunities for shared decisions.

4.4. Planning is supported because it it shared.Planning is supported because it it shared.

5.5. May be a rewarding experience.May be a rewarding experience.

6.6. Sharing of workload and materials to be produced.Sharing of workload and materials to be produced.

7.7. Behavioural problems may be more easily diffused.Behavioural problems may be more easily diffused.

8. Sharing ‘good practice’ ideas.8. Sharing ‘good practice’ ideas.

Potential ChallengesPotential Challenges

• Not easy to maintain in schoolsNot easy to maintain in schools

• Teachers may not work well togetherTeachers may not work well together

• May be a disproportionate no. of SEN May be a disproportionate no. of SEN students in co-operative taught students in co-operative taught classroomsclassrooms

• SEN teachers can function as more of a SEN teachers can function as more of a SNA than a co-teacher.SNA than a co-teacher.

Teachers’ Reservations to team-Teachers’ Reservations to team-teachingteaching

Specific subject knowledgeSpecific subject knowledge Power relationsPower relations Time-table issuesTime-table issues ExaminationsExaminations Student preferenceStudent preference Systemic approach?Systemic approach?

What happens when team teaching What happens when team teaching doesn’t work ?doesn’t work ?

What do you do?What do you do?

Collaboration on Curriculum Collaboration on Curriculum

‘‘Moving the collaboration away from Moving the collaboration away from teachers problems (where it often is) teachers problems (where it often is) to the curriculum has a positive to the curriculum has a positive impact on classroom instruction and impact on classroom instruction and generally improves the educational generally improves the educational programme’programme’

(Montague and Warner, (Montague and Warner, 2001)2001)

What happens when team What happens when team teaching does not work ?teaching does not work ?

Have an agreed mechanism for ending Have an agreed mechanism for ending arrangements e.g. end of 1arrangements e.g. end of 1stst term. This term. This avoids bad feelings, feelings of avoids bad feelings, feelings of failure/frustration.failure/frustration.

Be non-judgemental, sensitive and Be non-judgemental, sensitive and understanding.understanding.

Problem usually Problem usually between people between people rather rather than than within within any 1 individual. any 1 individual.

Take a professional approachTake a professional approach

Final thoughts on what team-Final thoughts on what team-teaching can offer? teaching can offer?

Improve educational for the whole class;Improve educational for the whole class; Share the load of classroom management;Share the load of classroom management; Provide specific expertise/knowledge to the Provide specific expertise/knowledge to the

mainstream teacher from the specialist teacher;mainstream teacher from the specialist teacher; Time can be devoted to modifying teaching Time can be devoted to modifying teaching

materials/ differentiating;materials/ differentiating; Facilitates the maintenance of detailed records Facilitates the maintenance of detailed records

and observations;and observations; Builds trusting relationships between colleagues.Builds trusting relationships between colleagues.

References References

Bauwens, J., Hourcade, J.J. and Friend, M.M. (1989) Bauwens, J., Hourcade, J.J. and Friend, M.M. (1989) Cooperative Teaching: A model for General and special Cooperative Teaching: A model for General and special education integrationeducation integration. Remedial and Special Education. Remedial and Special Education, , 10(2), pp. 17-2210(2), pp. 17-22

Clark,C.,Dyson,A., Millward,A. and Robson, S.Clark,C.,Dyson,A., Millward,A. and Robson, S.(1999),’Theories of Inclusiion, Theories of Schools: (1999),’Theories of Inclusiion, Theories of Schools: Deconstructing and Reconstructing the Inclusive Deconstructing and Reconstructing the Inclusive School’,School’,British Educational Research Journal, British Educational Research Journal, Vol.(2), Vol.(2), pp. 161-177.pp. 161-177.

Day, T. (2005) In-class Support for Children with Special Day, T. (2005) In-class Support for Children with Special Needs in Mainstream Schools, Needs in Mainstream Schools, Reach,Reach, Vol. 18, (2), pp. Vol. 18, (2), pp. 79 – 8779 – 87

Department of Education (1976). ‘Department of Education (1976). ‘Co-operative teaching Co-operative teaching in Irish Primary Schools’in Irish Primary Schools’Government Publications.Government Publications.

References References

Department of Education and Science (DES) Department of Education and Science (DES) (2003),(2003),Circ.24/03: Allocation of Resources for Pupils with Circ.24/03: Allocation of Resources for Pupils with Special Educational Needs in National Schools, Special Educational Needs in National Schools, Dublin:DESDublin:DES

Department of Education and Science (DES) (2005),Department of Education and Science (DES) (2005),Circ Circ 02/05: Organising of Teaching Resources for Pupils who 02/05: Organising of Teaching Resources for Pupils who need Additional Support in Mainstream Primary Schools, need Additional Support in Mainstream Primary Schools, Dublin:DES. Dublin:DES.

Dieker, L. (1998) Rationale for Co-Teaching. Dieker, L. (1998) Rationale for Co-Teaching. Social Studies Social Studies ReviewReview, 37 (2), 62-65, 37 (2), 62-65

Friend, M. Cook, L. (1996) Friend, M. Cook, L. (1996) Interactions: Collaboration skills Interactions: Collaboration skills

for school professionals.for school professionals. White Plains. Longman. White Plains. Longman.

References References

Gately, S.E.,and Gately, F.J. (2001) Understanding co-Gately, S.E.,and Gately, F.J. (2001) Understanding co-teaching components. teaching components. Teaching Exceptional ChildrenTeaching Exceptional Children, 33 , 33 (4), 40 – 47(4), 40 – 47

Hourcade, J.J. and Bauwens, J. (2002) Hourcade, J.J. and Bauwens, J. (2002) Cooperative Cooperative Teaching: Rebuilding and Sharing the Schoolhouse.Teaching: Rebuilding and Sharing the Schoolhouse. Second edition. Pro-ed. U.S.Second edition. Pro-ed. U.S.

Lawton, M. (1999) Co-teaching: Are two heads better than Lawton, M. (1999) Co-teaching: Are two heads better than one in an inclusive classroom? one in an inclusive classroom? Harvard Education LetterHarvard Education Letter, , March/April 1999. Harvard Education Publishing.March/April 1999. Harvard Education Publishing.

Mitchell, D. (2008), Mitchell, D. (2008), What Really Works in Special & What Really Works in Special & Inclusive Education: Using Evidence Based Inclusive Education: Using Evidence Based Strategies,Strategies,Routledge.Routledge.

References References

Rice, D., and Zigmond, N. (1999). Co-teaching in Rice, D., and Zigmond, N. (1999). Co-teaching in Secondary Schools ; Teacher Reports of developments Secondary Schools ; Teacher Reports of developments in Australian and American Classroomsin Australian and American Classrooms

Santamaria, L. J. and Thousand, J.S. (2004) Santamaria, L. J. and Thousand, J.S. (2004) Collaboration, Co-teaching and Differentiated Instruction: Collaboration, Co-teaching and Differentiated Instruction: A Process-Oriented Approach to Whole Schooling, A Process-Oriented Approach to Whole Schooling, International Journal of Whole SchoolingInternational Journal of Whole Schooling, Vol. 1, (1), pp. , Vol. 1, (1), pp. 1 – 33.1 – 33.

Villa, R.A., Thousand, J.S. and Nevin, A. I. (2004) Villa, R.A., Thousand, J.S. and Nevin, A. I. (2004) A A guide to co-teaching: Practical tips for facilitating student guide to co-teaching: Practical tips for facilitating student learning. learning. Thousand Oaks, CA: Corwin PressThousand Oaks, CA: Corwin Press

SESS Contact DetailsSESS Contact Details

Special Education Support ServiceSpecial Education Support ServiceC/o Cork Education Support CentreC/o Cork Education Support CentreWestern Road,Western Road,CorkCork

Tel: 1850200884Tel: 1850200884E-mail: E-mail: info@sess.ieinfo@sess.ieWeb address: www.sess.ieWeb address: www.sess.ie