collaborating & co-teaching for students who have special needs
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Collaborating & Co-teaching for Students Who Have Special Needs. Rebecca Chaney Lauren Crumbacker Taylor Ferguson. UDL Components. The “what” of learning Multiple Means of Representation Present information and content in different ways The “how” of learning - PowerPoint PPT PresentationTRANSCRIPT
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Collaborating &
Co-teaching for Students Who Have Special Needs
Rebecca ChaneyLauren Crumbacker
Taylor Ferguson
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The “what” of learning
• Multiple Means of Representation• Present information and content in different ways
The “how” of learning• Multiple Means of Expression• Differentiate the ways that students can express what they
know
The “why” of learning• Multiple Means of Engagement• Stimulate interest and motivation for learning
UDL Components
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Teach and Monitor Parallel Teaching Station Teaching Team Teaching
Planning and Delivering Instruction
~Co-teaching Approaches~
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LESSON PLANNING FORM
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Curricular
Adaptations Activity: Wall Wisher
In a group, post as many curricular adaptations that you can think of on the wall wisher page. http://www.wallwisher.com/wall/ufCgZX3AfD
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Divided into two subcategories:
Accommodations Assistive aids and supports Changes the path the student takes, not the learning goal Examples: Readers, Scribes, putting text into digital format
so Screen Readers can be used, putting text into Braille, or providing sound amplification
Modifications Changing the goals or the content and performance
expectations for what the student should learn Examples: Reducing the number of spelling words, allowing
a student to create an outline rather than writing an essay
Designing Curricular Adaptations
~Definitions~
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Making Text Accessible
Debatable Topic Blind – Braille or audio format Learning disability - ??? ELL - ???
All students should have access to text!!!
Designing Curricular Adaptations
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Designing Curricular Adaptations
~Response to Intervention (RTI)~
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To receive attention from others To gain a desired activity or item To avoid or escape something
unpleasant such as an academic or social demand
To meet sensory needs
Reasons for Problem Behavior
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Five Steps:
1. Identify the Problem Behavior2. Describe the setting(s) where the behavior
occurs3. Gather information about the behavior4. Review the data5. Form a hypothesis about the function of the
behavior based on data gathered
Designing Curricular Adaptations
~Functional Behavior Assessment (FBA)~
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Elementary:
Robert is in 3rd grade and continually calls out silly answers in class. It usually happens 5-6 times per day and each time his classmates laugh at him.
Middle: Jenny is in 7th grade and gets excellent grades on her
math assignments. However, in other classes she does not raise her hand to participate in class discussions and when her teachers prompt her to say something, she finds excuses to leave class such as feeling ill or using the restroom.
FBA Scenarios
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Determine a replacement behavior goal Family involvement is crucial
Components:• Behavioral assessment• Identification of problem behaviors• Replacement behavior goal• Intervention strategies• Implementation plan• Assessment methods• What happens if student does or does not achieve goals
Designing Curricular Adaptations
~Behavior Intervention Plan (BIP)~
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I don’t know how vs. I don’t have time
Should be reasonable and feasible for the situation
Planning and Making Adaptations
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• Digital Text Format
oEnlargement
oRead aloud
oPrintable
Digital Resources
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• Adapted Outcomes
o For students with moderate learning and behavior problemso Students are expected to master most but not all of the content o Examples:
reduced number of practice problems, mark some text to be read and others to be skimmed, highlight text
• Functional Outcomeso For students with severe cognitive challengeso Social/behavioral development, self-help skills, language development
etc.o Example:
A student with counting & language development goals may count, sort, & talk about seeds during a science class
• Enhanced Outcomeso For students with high ability
Making Modifications
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Guidelines for planning remedial
instruction
1. Only tutor one to three students at a time2. Some students need one on one tutoring3. At least 50 hours of instruction is necessary to
improve4. Tutor at least 3 times a week (everyday is best)5. Sessions should last between 30 and 45 minutes
Planning Remedial Instruction
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Seven Critical Components of a Successful Peer-
Tutoring Program
1. Highly structured lesson formats2. Work on material already covered in class3. Use a mastery model of instruction4. Schedule sessions frequently and for an appropriate amount of time5. Provide tutor training and supervision6. Keep daily performance data: assignment record, diary, calendar
etc.7. Choose tutors carefully based on the characteristics of the student
Peer-Tutoring
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• Teach students how to be successful
• Communicate their own special needs
• Self-advocacy formo List of what works and what the teacher
acceptso Example page 249
Self-Advocacy
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• Students with learning and behavior problems often
have difficulty taking tests• Classroom teachers often recognize the need for
adapting tests, but will not often do this themselves• Test adaptations include:
o Frequent, timed mini-testso Practice testso Underline key wordso Provide study guideso Test orally
Adapting Tests
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• Adapting text can be the most powerful accommodation, but
it’s the most difficult and time consuming• Types of text adaptations
1. Bypass Reading Read text aloud
2. Decrease Reading Reduced vocabulary, omit unnecessary parts
3. Support Reading Add supplemental information to aid understanding
4. Organize Reading Graphic organizers
5. Guide Reading Study guides
Adapting Text Materials
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One of the most important jobs the special
educator can do: Keep data!
Keeping detailed data can help you determine if your students are making progress
Monitoring Progress
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Collaborating and Co-teaching for
Students with High Abilities
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Characteristics
A student who is ….
Creative
Imaginative
A problem solver
Often exhibits leadership qualities
Actively converses in conversation
Has many interests and follows them with zeal.
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Checklist
• Allows a teacher to obtain perceptions of a student’s ability• Teacher observes a student’s behavior and then answer questions
about that student.• Answers to the questions help give an indication of whether the
student has a high ability.
Interest Inventory• Allows rich data to be collected• Allows a teacher to gather information about a student’s interests
and goals
Identification
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TEACHER REFERRAL
CHECKLIST
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INTEREST INVENTORY
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Tailoring Curriculum
The “ one size cannot fit all” emphasizes the need for differentiated curriculum that is tailored or the individual.
Four conditions1. Release from repetition of material already learned. 2. Removal of ceilings of prescribed curriculum.3. Use flexible pacing that allows for enriched learning experiences 4. Allow students to choose self-directed learning and self- assessment
practices.
Strategies to meet these conditions• Use curriculum compacting• Set appropriate open-ended goals and objectives• Use alternative instructional strategies and learning options• Engage students through participation in goal setting and student
assessment processes
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General educator
• Responsible for delivering curriculum content in basic, differentiated, compacted, accelerated and enriched forms.
• Appreciate and understand the characteristics, needs, and curricular implications of those with high learning ability.
• Provide a learning environment that nurtures high ability• Draw on the assistance of special services personnel• Use curriculum compacting
Gifted Program Facilitator• Responsible for coordinating alternative learning activities, freeing up options, gathering
resources and designing responsive learning programs to challenge students appropriately.• Familiarize themselves with classroom content on all grade levels• Keep records on students• Exchange roles with the general educator
Co-Educator Roles for Students of High Ability and Talents
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Begin with targeting a small group of students for which t it seems
appropriate.
Steps:• Select one content area which student(s) seem most successful and in
which the most resources are available.• Try different methods of finding out what students already know• Compact the material by unit, chapter, or topic rather than by schedule• Document the rationale for the compacted material and define
proficiency• Request assistance from collaborating co-educators in order to create a
wide range of opportunities and alternatives
Curriculum Compacting
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Differentiated curriculum in the classroom
Cross age tutoring
Enrichment activities
Special units of study tailored to students interests.
Advanced placement
Honors classes
Resource room time for independent study, research, or project development
Learning Opportunities in School
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You will be placed into a cooperative
group. In your group you will be given a lesson(activity). You need to modify the lesson so the curriculum is tailored for a student who has high ability. Likewise, you need to make accommodations for a student who has a disability.
Activity
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Co-teaching requires careful planning.
• Plan lessons together
When co-teaching clarify classroom rules and procedures
Demonstrate examples of expectations you have for students.
Be understanding of one another’s opinions and teaching styles
Work together- learn from one another in order to reach the common goal• To help all students be successful.
Tips for Collaborative Planning and Teaching