Presentation on theme: "Purpose of Instruction"— Presentation transcript:
1Consultation, Collaboration, and Teamwork for Students with Special Needs
2Purpose of Instruction Provide a foundation to construct a practical framework for implementing a collaborative, consultative, or teamwork approach to meeting the needs of all students in your school.
3Historical Perspective Teachers are use to functioning autonomously in their classrooms. In the past asking for assistance often would be viewed as incompetence.
4CollegialityTeachers need structure, training, practice and feedback on how to work together in a collegial manner for the good of all students. Education needs to develop a collaboration ethic.
5Appropriate Education PERIOD We need to talk about the educational needs of the students PERIOD.We need to stop talking “special education” vs. “general education”“Special Education” automatically sets the tone for lower expectations.
6Collaboration/Consultation Sharing of expertiseDo not claim to be the expertsListen wellLearn from othersHelp individuals, schools recognize their own skillsHelp students achieve highest levels of success and independence
7Collaborators Confer Contribute Instruction is enhanced by diversity of values, experience, abilities, and interests.Seek win/win solutionsNeeds of students come before the needs of the adults.
8Obstacles for Successful Collaboration Resistance from administratorsResistance from colleaguesResistance from parents.
9Crucial Elements of Effective Collaboration Services CommunicationCooperationCoordination
105 Factors of Successful Inclusive Schools #1Visionary Leadershippositive view towards students with disabilitiespositive view regarding the abilities of teachers and families.Instructional emphasis: ALL staff are responsible for ALL students.Educators share responsibility for achievement and behavior.Emphasis on community of learners, high standards, role flexibility, and flexible learning environments.
11#2 CollaborationTeachers are encouraged to collaborate on all levels for all issues. Collaboration among teachers is common. True team work is in existence between grades and levels.
12#3 Refocused Use of Assessment Use more authentic assessment measures or outcomes-based education (OBE)Use assessment data to drive instructionCurriculum-based Assessmentportfolio assessmentsteacher-made testsCriterion referenced testsCurriculum-based measurement
13#4 Supports for Students and Staff Systematic staff development (annual planning)Flexible planning time for special educators and general educatorsSpecial Resources are used efficiently across programsinstructional assistantscurriculum adaptationintegrated therapy servicespeer supportstechnologyassistive devices
14#5 Effective parental involvement Parents are welcomed, respected, and integral to the school
15KDE Collaborative Model Daily interaction between general and strategic teachers as well as administrators from the school and district level, parents, and related service personnel.Strategic TeachersSkilled training in one or more specialized areas (e.g. behavior management, social skills, speech therapy, giftedness) who use those skills to assist in the development and implementation of instructional strategies.
16Characteristics of Collaborative Schools Mutual trustOpen communicationJoint effort in problem solvingPooling of personnel resourcesShared responsibilities in the selection, implementation and evaluation of instructional strategies.Each member provides expertiseEach member participates in the implementation of preventive strategies and or problem resolutions.
17Appropriate Activities for a Collaborative Teacher Consult with regular, gifted, vocational, special education, special area teachers, administrators, support services and parents.Collect formative/summative data on instructional programming to solve problems or identify problems.Maintain on going progress data.Modify instructional strategiesModel teaching strategies and assist with transitioning of skills from class to class.Coordinate and support students transitioning from class to class.Modify and/or adapt curriculum, materials, strategies, or environmental settings.Deliver instruction.Grade/write instructional plans
18Collaborative Arrangements Dyads: 2 teachers work together with on grade level or in one content areaGrade Level Teams: special education teacher is teamed with one grade level and works on instructional planningContent Teams:SPED works with teachers in one content areaSplit Level Teams: SPED teacher works with 2 grade levels or across multiple content areas.
19Multiple Collaborative Arrangements Student needs firstStaffing needs/team needsFlexibility in planning and deliveryDifferent assignments or lessons may require different types of collaboration
20Administrator Responsibilities ResourcesSupportFlexible planning timePriority status for classes/student schedulesJoint planning timeOpen communication
21Role of the Special Educator Primary role is to be responsible for the services that are indicated on each student’s IEP. It is the special education teachers responsibility to ensure that students with disabilities are receiving the specially designed instruction and related services as prescribed on their IEP.
22Role of the General Education Teacher The general education teacher remains the lead teacher for the content of the course. She/he provides direction for instruction and content emphasis. She/he works with the special education teacher to plan how they will develop, implement, deliver and assess the core content to the students.
23Critical Factors for Success FlexibilityScheduling, teaching, methodologies, grading and instructional timeTrainingConflict resolution, effective problem solvingTimeCommon Planning timeSchedulePriority for classes, students, itinerant staffSupportAdministrator, teachers, central officePlanning & Problem SolvingAgendaMinutesConsensusResourcesPersonnel, materials, professional development