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Co-Teaching in the Inclusive Classroom Presented by Cathy Torbik Supervisor of Special Education Inclusion Facilitator

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Presentation on theme: "Co-Teaching in the Inclusive Classroom Presented by Cathy Torbik Supervisor of Special Education Inclusion Facilitator"— Presentation transcript:

1 Co-Teaching in the Inclusive Classroom Presented by Cathy Torbik Supervisor of Special Education Inclusion Facilitator

2 Warm - up  On your index card please complete the following statement: Co-teaching is like a…. Please briefly explain your statement. Be prepared to share you statement.

3 Why Inclusion?  FAPE (Free, Appropriate Public Education) an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit.

4 Special Education is a service, not a place, and the purpose of the service is to support learners in successfully achieving a general education. Patrick Schwarz From Disability to Possibility: The Power of Inclusive Classrooms

5 Inclusion is more than a set of strategies or practices, it is an educational orientation that embraces differences and values uniqueness that each learner brings to the classroom. Paula Kluth You’re Going to Love this Kid!

6 ASKASK LINDENWOLD SELF-CONTAINED VS. IN CLASS SUPPORT ASK results

7 5 th grade

8 6 th grade

9 7 th grade

10 Now we know why… So what is it that we are supposed to do?

11 Models of Co-teaching One Teach / One Observe One Teach / One Observe One Teach / One Assist One Teach / One Assist Alternative Teaching Alternative Teaching Parallel Teaching Parallel Teaching Station Teaching Station Teaching Duet or Team Teaching Duet or Team Teaching

12 Okay, but what does it look like in Lindenwold?

13 Reflection  Take the perspective of being a student in a co-teaching classroom How would you know if your teachers were collaborating? How would you know if your teachers were collaborating? What might they say to each other?What might they say to each other? How would the work be divided? What are their roles?How would the work be divided? What are their roles? How would students be arranged? Why?How would students be arranged? Why?

14 Best Practices in an Inclusive Classroom

15 Inclusion is NOT a strategy to help people fit into systems and structures which exist in our societies; it is about transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone. Diane Richler

16 Best Practices in an Inclusive Classroom UbDDifferentiation Rigor and Relevance Love and Logic UDLRTI Responsive Classroom Data to Drive Instruction ……

17 Common ICS Questions/Concerns  Who’s classroom is it? Who’s students are they? Who’s students are they?  What about content?  What about tests?  What about grades?

18 Accommodations, Modifications, Differentiation (oh, my) Content Modification Content Modification Instructional Accommodation EXPLANATION Indicates that what is being taught, the content, is modified. The student is expected to learn something different than the general education standard (e.g., TEKS). The instructional level or general education benchmarks or number of key concepts to be mastered are changed. Indicates changes to how the content is: Indicates changes to how the content is: 1) taught, 2) made accessible, and/or 2) made accessible, and/or 3) assessed. Accommodations do not change what the student is expected to master. The objectives of the course remain intact. EXAMPLES A locally developed course to substitute for a general education course (e.g., Life Skills courses, Functional Mathematics A locally developed course to substitute for a general education course (e.g., Life Skills courses, Functional Mathematics Selected CPIs instead of all of the CPIs for the grade level course Selected CPIs instead of all of the CPIs for the grade level course Off-level instruction and performance expectations in a general education setting Off-level instruction and performance expectations in a general education setting  One-on-one instruction, small group instruction, multisensory approaches, extended time on projects, study guides, highlighted texts, programmed materials, preferential seating, immediate feedback, etc.  Braille, books on tape, screen readers, interpreter, word processor, etc.  Braille, books on tape, screen readers, interpreter, word processor, etc.  Oral testing, untimed testing, extended time to complete assignments, shortened tests, draw a diagram, develop a model, perform the answer, etc. MODIFICATION = What ACCOMMODATION = How

19 A student with a disability is not removed from the age appropriate general education classroom solely based on needed modifications to the general education curriculum NJAC.6A:14-4.2(a)9

20 How Do We Make This Work?

21 Co-Teachers develop a “WE” Mentality

22 Teaming Stages  Forming  Storming  Norming  Performing What stage is your team in?

23 Getting to Know Each Other  Personally  Instructional Styles  Tolerance Discipline Discipline

24 The Power of Teaching If a child doesn’t know how to swim, we teach. If a child doesn’t know how to read, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave we DisciplineExcludeLabel?

25 Your Classroom Management Profile Answer the questions using the 1 – 5 scale. (1= strongly disagree – 5 = strongly agree)

26 Scoring  Add your responses to statements as follows: Statements 1, 3, 9 = your AUTHORITATIAN style Statements 1, 3, 9 = your AUTHORITATIAN style Statements 4, 8, 11 = your AUTHORITATIVE style Statements 4, 8, 11 = your AUTHORITATIVE style Statements 6, 10, 12 = your LAISSEZ-FAIRE style Statements 6, 10, 12 = your LAISSEZ-FAIRE style Statements 2, 5, 7 = your INDIFFERENT style Statements 2, 5, 7 = your INDIFFERENT style

27 What is your style? How does this effect your team? Your students? You?

28 While team members will undoubtedly come to the group with different levels of commitment to and understanding of inclusion, they should share some core values about learners, teaching and the school community if they are to reach all students successfully. Patrick Schwarz & Paula Kluth You’re Welcome: Collaboration &Teaming in the Inclusive Classroom

29 Your Charge Today  Complete Topics for Co-Teachers to Discuss  Review Classroom Management Styles  Get to know each other  Complete and turn in Workshop sheet  Begin planning First Day


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