deanna tipton final project edtl 630 please see video clips on the following slides: 4, 5, 7, 21,...
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Deanna TiptonFinal Project
EDTL 630
Please See Video Clips on the Following Slides: 4, 5, 7, 21, 25, & 26
Also see Resource Links on Slide 11.
Constitutionally based court Constitutionally based court
findings have set findings have set
precedents for the rights of precedents for the rights of
all students to be educated all students to be educated
in the General Education in the General Education
classroom.classroom. “Least Restrictive Environment”
“Most Integrated Setting Appropriate”
“Not Separate or Different”
Three Federal Laws thatThree Federal Laws that
Protect Individuals with Protect Individuals with
Disabilities and Ensure their Disabilities and Ensure their
Rights to Educational Rights to Educational
Opportunities With their Opportunities With their
Non-Disabled Peers:Non-Disabled Peers: Section 504 of the Rehabilitation Act of 1973Section 504 of the Rehabilitation Act of 1973
Individuals with Disabilities Education Act, Part B Individuals with Disabilities Education Act, Part B
(IDEA) 2004(IDEA) 2004
Americans with Disabilities Act (ADA) Americans with Disabilities Act (ADA) 19901990
These Laws Set a Precedent for These Laws Set a Precedent for All Students, Not Just Those All Students, Not Just Those with Disabilities, to Have the with Disabilities, to Have the Opportunity to be Educated Opportunity to be Educated Equally With their Peers and Equally With their Peers and
Disallow Any Child from Being Disallow Any Child from Being Excluded, No Matter How Excluded, No Matter How Diverse from the General Diverse from the General
Population.Population.
Click Here
Video-clip
Reflects the Intent of the Reflects the Intent of the Law that Children with Law that Children with
Disabilities be Educated Disabilities be Educated with their with their
Non-Disabled Peers to the Non-Disabled Peers to the greatest extent greatest extent
possible or appropriate. possible or appropriate.
InclusionInclusionHow have we decided to interpret these laws?
Click here – Video-clip
TThe Practice of Inclusion has been Gaining he Practice of Inclusion has been Gaining
Momentum for More than 15 Years.Momentum for More than 15 Years.
SStudies Indicate that Students Served Within tudies Indicate that Students Served Within
an Inclusive Environment Earn Higher Grades, an Inclusive Environment Earn Higher Grades,
Achieve Higher or Comparable Scores on Achieve Higher or Comparable Scores on
Standardized Tests, Committed No More Standardized Tests, Committed No More
Behavioral Infractions, and Attended More Behavioral Infractions, and Attended More
Days of School than Students Served Within a Days of School than Students Served Within a
Full Pull-Out Program. Full Pull-Out Program.
p=mv
TTeachers in Inclusive Schools Work eachers in Inclusive Schools Work
Together to Implement Strategies that Together to Implement Strategies that
Maximize the Learning of All Students. Maximize the Learning of All Students.
These Strategies Include Cooperative These Strategies Include Cooperative
Learning, Curriculum Adaptation, Peer Learning, Curriculum Adaptation, Peer
Mediated Learning Approaches, Mediated Learning Approaches,
Collaborative and Team-Teaching, Direct Collaborative and Team-Teaching, Direct
Instruction and Reciprocal Teaching, as Instruction and Reciprocal Teaching, as
well as Innovative forms of well as Innovative forms of
Accountability and Assessment.Accountability and Assessment.
Click here Video-Clip
Inclusive Elementary School Inclusive Elementary School
EnvironmentsEnvironments
FrameworkFrameworkFor the Development
of
Administrative
Support
Inclusion ProfessionalDevelopment
Collaborative Effort
CurriculumDevelopment
Co-Teaching Models
Consultant Model
Support or Reinforcement
Modification or Changes
Parallel Participation
Partial Participation
Alternative Activity
Alternating Lead Parallel Teaching
Alternative TeachingStation Teaching
Team Teaching
Team Planning
Team Planning
Administrative SupportAdministrative SupportModify Modify
SchedulesSchedules
Revise JobRevise Job Descriptions Descriptions
SuperviseSupervise & Evaluate & Evaluate
Performance Performance
Provide WeeklyProvide Weekly Co-Planning Co-Planning
TimeTime
• Facilitate the Development of aFacilitate the Development of a Shared Vision: Shared Vision: The development of a sharedThe development of a shared vision is a prerequisite to developing a set of vision is a prerequisite to developing a set of procedures. It is important for teachers, procedures. It is important for teachers, administrators, parents, and support staff to “buy administrators, parents, and support staff to “buy into” the idea of inclusion and to become partners into” the idea of inclusion and to become partners in the effort. in the effort.
• Arrange Continuum of Staff Arrange Continuum of Staff In-Service, Professional In-Service, Professional Development, & Mentoring: Development, & Mentoring: It is important toIt is important to note that the implementation process usually takes note that the implementation process usually takes between between 3-5 years3-5 years before all of the kinks have been before all of the kinks have been worked out. worked out.
Professional Professional
DevelopmentDevelopment
State Support Team
Region1
Studies Show that Ongoing Professional Studies Show that Ongoing Professional DevelopmentDevelopment
is Critical to Successful Implementation of is Critical to Successful Implementation of Inclusive Education. Inclusive Education. Workshops or single training sessions are not Workshops or single training sessions are not
sufficient for developing the repertoire of sufficient for developing the repertoire of strategies that teachers need to work in a strategies that teachers need to work in a
collaborative inclusive program. collaborative inclusive program. Some Examples of Effective Staff Development Some Examples of Effective Staff Development
Include:Include:
• Exploration of Theory through Reading & DiscussionExploration of Theory through Reading & Discussion
• Observations of Actual Inclusive ClassroomsObservations of Actual Inclusive Classrooms
• Coaching and Consulting to Solve Problems and answer Coaching and Consulting to Solve Problems and answer questionsquestions that arise during implementation that arise during implementation (Click on the Links Below for Samples of Professional Development Currently Offered)(Click on the Links Below for Samples of Professional Development Currently Offered)
Collaborative EffortTeam PlanningTeam Planning
TTeachers should work together to:eachers should work together to:
• Share ExpertiseShare Expertise
• Provide Nonevaluative FeedbackProvide Nonevaluative Feedback
• Help Each Other Master New Instructional Help Each Other Master New Instructional ApproachesApproaches
• Adapt Teaching Models to the Needs of Adapt Teaching Models to the Needs of StudentsStudents
• Develop and Refine Classroom SkillsDevelop and Refine Classroom SkillsTTeachers who Experience Peer Coaching Exhibit eachers who Experience Peer Coaching Exhibit Greater Long-Term Retention of Innovative Greater Long-Term Retention of Innovative
Instructional Strategies and More Appropriate Use of Instructional Strategies and More Appropriate Use of New Teaching Models over Time.New Teaching Models over Time.
Collaborative Effort
CConsult services are Provided when a onsult services are Provided when a
Student that Qualifies for Special Student that Qualifies for Special Education Services Demonstrates a Education Services Demonstrates a
Higher than Average Success Rate in Higher than Average Success Rate in Achieving IEP Goals. This Student May Achieving IEP Goals. This Student May be Placed within a General Education be Placed within a General Education
Classroom, where The Certified Special Classroom, where The Certified Special Education Teacher Provides Education Teacher Provides
Consultative Services to the General Consultative Services to the General Education Teacher in order to Assist in Education Teacher in order to Assist in
Adjusting the Learning Environment Adjusting the Learning Environment and/or Modifying Instructional Methods and/or Modifying Instructional Methods
to Meet the Individual Needs of This to Meet the Individual Needs of This Particular Student. Particular Student.
Consultant Model
Co-Teaching Models
Collaborative Effort
Alternating LeadAlternating Lead
As in All Models, Both Teachers Work As in All Models, Both Teachers Work Together in the Planning Process of the Together in the Planning Process of the
Lesson Delivery. In this Model, One Lesson Delivery. In this Model, One Teacher Leads while the other Teacher Teacher Leads while the other Teacher Provides the Necessary Assistance or Provides the Necessary Assistance or Clarification for Students that may be Clarification for Students that may be Struggling. This Model may Alternate Struggling. This Model may Alternate
Between Teachers on a Daily Basis But Between Teachers on a Daily Basis But Presents a More Cohesive Atmosphere Presents a More Cohesive Atmosphere
When the Lesson Delivery is Alternated on a When the Lesson Delivery is Alternated on a Weekly Basis. Weekly Basis.
Co-Teaching Models
Collaborative Effort
Parallel TeachingParallel Teaching
As in All Models, Both Teachers Work As in All Models, Both Teachers Work Together in the Planning Process of the Together in the Planning Process of the
Lesson Delivery. In this Model, Teachers Lesson Delivery. In this Model, Teachers Share the Responsibility for Planning and Share the Responsibility for Planning and
Instruction. The Class is Split into Instruction. The Class is Split into HeterogeneousHeterogeneous Groups and Each Teacher Groups and Each Teacher Instructs Half of the Class on the Same Instructs Half of the Class on the Same
Material. Content Covered is the Same But Material. Content Covered is the Same But Methods of Delivery may Differ Depending Methods of Delivery may Differ Depending
on Students Needs or on Students Needs or Teaching Style. Teaching Style.
Co-Teaching Models
Collaborative Effort
Station TeachingStation TeachingAs in all Models, Both Teachers Work As in all Models, Both Teachers Work
Together in the Planning Process of the Together in the Planning Process of the Lesson Delivery. In this Model, Teachers Lesson Delivery. In this Model, Teachers Divide the Responsibility of Planning and Divide the Responsibility of Planning and
Instruction – Each is Responsible for a Instruction – Each is Responsible for a Specific Area of Content Material that was Specific Area of Content Material that was
Determined during Planning. Students Determined during Planning. Students Rotate from Station to Station with One or Rotate from Station to Station with One or
More of these Stations Set-up for More of these Stations Set-up for Independent work. Teachers Repeat Independent work. Teachers Repeat
Instruction for Each Group as they Come Instruction for Each Group as they Come Through – Although Delivery May Differ. Through – Although Delivery May Differ. Each Teacher Instructs Every Student. Each Teacher Instructs Every Student.
Co-Teaching Models
Collaborative Effort
Alternative Alternative
TeachingTeachingAs in all Models, Both Teachers Work As in all Models, Both Teachers Work Together in the Planning Process of the Together in the Planning Process of the
Lesson Delivery Lesson Delivery (No – this Statement is not Redundant – it is Vital and (No – this Statement is not Redundant – it is Vital and
needs Reinforcement!)needs Reinforcement!). In this Model, One Teacher . In this Model, One Teacher Leads an Enrichment or Alternative Activity Leads an Enrichment or Alternative Activity While a Second Teacher Re-Teaches a Small While a Second Teacher Re-Teaches a Small
Group of Students that May Be Having Group of Students that May Be Having Difficulty with Content. Math is the Content Difficulty with Content. Math is the Content Area that this Model is Used Most often Due Area that this Model is Used Most often Due
to the need for Re-Teaching on a more to the need for Re-Teaching on a more Consistent Basis. Consistent Basis.
Co-Teaching Models
Collaborative Effort
Team TeachingTeam TeachingAs in all Models, Both Teachers Work As in all Models, Both Teachers Work
Together in the Planning Process of the Together in the Planning Process of the Lesson Delivery. In this Model, Teachers Lesson Delivery. In this Model, Teachers
Work Together to Deliver the Same Material Work Together to Deliver the Same Material to the Entire Class. They Work as a Team to to the Entire Class. They Work as a Team to
Introduce New Content, Assist with Skill Introduce New Content, Assist with Skill Development, Clarify Information, and Development, Clarify Information, and
Facilitate Learning, as well as Classroom Facilitate Learning, as well as Classroom Management. Both Teachers Circulate Management. Both Teachers Circulate
around the room Providing Immediate Re-around the room Providing Immediate Re-Teaching as needed.Teaching as needed.
So . . . Now that We’ve So . . . Now that We’ve
Discussed the Different Discussed the Different
Models of Co-Models of Co-
Teaching . . . Are you Teaching . . . Are you
Ready to Sit Down With Ready to Sit Down With
a Teacher in Your Grade a Teacher in Your Grade
Level & Get Started?Level & Get Started?
Proceed With:Proceed With:
Collaboration Won’t Collaboration Won’t
Just Just “Happen”“Happen”
Any Action Taken Must Any Action Taken Must
Be:Be:•
DeliberateDeliberate
• StructuredStructured
• SystematicSystematic
• OngoingOngoing
Click here Vide0-Clip
You Might be Saying: You Might be Saying:
“We’re all Professionals “We’re all Professionals
– Why Can’t it Just – Why Can’t it Just
Happen?”Happen?”I Know!I Know!
• General Educators Begin with General Educators Begin with thethe Curriculum First and Use Curriculum First and Use AssessmentAssessment to Determine what was Learned. to Determine what was Learned.
• Special Educators Begin withSpecial Educators Begin with Assessment First and Design Assessment First and Design theirtheir Instruction to Repair the Gaps in Instruction to Repair the Gaps in Learning. Learning.
No Wonder We’re Talking Different Languages!No Wonder We’re Talking Different Languages!
Hence - The need for
Collaborative Effort and Professional Developmen
t!
Other Other
ConsiderationConsideration
s:s:
Balanced Balanced
Classroom Classroom
RostersRostersExample: In a Class of 25 Example: In a Class of 25 Students, No More than 6 Students, No More than 6
Students Should have Students Should have Identified Disabilities in theIdentified Disabilities in the Mild to Moderate Range. Mild to Moderate Range.
Weekly Scheduled Weekly Scheduled Co-Planning TimeCo-Planning Time
is Essential is Essential • Co-Teaching Teams Should Co-Teaching Teams Should
Have a Minimum of One Have a Minimum of One Scheduled Planning Period (60 min.) Scheduled Planning Period (60 min.) Per Week for Lesson Planning Purposes. Per Week for Lesson Planning Purposes.
• This Same Team Should also Have aThis Same Team Should also Have a Minimum of One Scheduled Evaluative Minimum of One Scheduled Evaluative Meeting Per Month to Discuss Student Meeting Per Month to Discuss Student Progress. (Seriously - Look it up - Dieker, 2001) Progress. (Seriously - Look it up - Dieker, 2001)
Do you want it to work – or
not? It’s as simple as
that.
Click hereVideo-Clip
The Necessary Action StepsThe Necessary Action StepsBefore We’re off and Running Before We’re off and Running
with Inclusion:with Inclusion:
• Administrative Commitment to Administrative Commitment to
ProvideProvide the Necessary support (e.g., the Necessary support (e.g., ProfessionalProfessional Development, Provision of Common Development, Provision of Common PlanningPlanning Time During the School Day, Time During the School Day, ParticipationParticipation in the Collaborative Efforts, etc.) in the Collaborative Efforts, etc.)
• Teacher Commitment to Pre-Teacher Commitment to Pre-Planning,Planning, Flexible & Open-Minded Flexible & Open-Minded CollaborativeCollaborative Effort, Professional Development. Effort, Professional Development.
• Implementation Slowly . . . Baby Implementation Slowly . . . Baby Steps Steps
Click here Video Clips
CurriculumDevelopment
And Let’s Not ForgetAnd Let’s Not Forget
As we strive to create environments where all students As we strive to create environments where all students participate, there is an appreciation for diversity, as well participate, there is an appreciation for diversity, as well as a shared responsibility for learning, ongoing behavior as a shared responsibility for learning, ongoing behavior
support, and student centered learning; we must also support, and student centered learning; we must also strive to recognize our students strengths and strive to recognize our students strengths and
weaknesses, stimulate active learning, and maintain weaknesses, stimulate active learning, and maintain organized and systematic classrooms. Some Key organized and systematic classrooms. Some Key
components to Curriculum Development that will be components to Curriculum Development that will be
discussed in our next session are: discussed in our next session are: • Balanced Instructional Programs Balanced Instructional Programs
• Comprehensive Instructional Comprehensive Instructional ProgramsPrograms
• Access to Core CurriculumAccess to Core Curriculum
• Differentiated InstructionDifferentiated Instruction
• Multilevel InstructionMultilevel Instruction
• Modifications & AccommodationsModifications & Accommodations
• Flexible Grouping Flexible Grouping PracticesPractices
• Intensive, SystematicIntensive, Systematic Instruction as needed Instruction as needed
• Ongoing Assessment and Ongoing Assessment and Monitoring Monitoring
• An Eclectic Approach An Eclectic Approach
• Gately, Susan E., and Frank J. Gately, J. 2001. Understanding Co-teaching Components. Teaching Exceptional Children. Mar/Apr: 40-47.
• Rea, Patricia Jordan. 2005. Engage Your Administrator in Your Collaboration Initiative. Intervention in School and Clinic. 40, 5, 312-316.
• Salend, S.J., Gordon, J., and Lopez-Vona, K. 2002. Evaluating Cooperative Teaching Teams. Intervention in School and Clinic. 37, (4), 195-200.
• Wischnowski, M.W.; Salmon, S.J.; Eaton, K. 2004. Evaluating Co-teaching as a Means for Successful Inclusion of Students with Disabilities in a Rural District. Rural Special Education Quarterly. Summer, 23, 3, 3-14.
• Wilson, Gloria Lodato. 2005. This Doesn’t Look Familiar! Intervention in School and Clinic, 40(5), 271-275.
• Haager, Diane, and Klingner, Janette K. 2004. Differentiating Instruction in Inclusive Classrooms. 5-14.
• Daack, Elaine E. 2007. Preparing for Inclusion. Inclusion Models for a Building Level. http://www.uni.edu/coe/inclusion/preparing/building_levels.html
• Skrag, Judy, and Burnette, Jane. 1994. Inclusive Schools. http://aolsearch.aol.com/aol/search?invocationType=client_searchbox&query=ConsultantCo%2Dteaching%20model
• Stoiber, Laurie. 2008. Interview, Ft. Meigs Elementary Special Education Teacher (22 years).
Bibliography PageBibliography Page
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