Making Inclusion Work January 17, 2017 Megan Rainey

Professor of Special Education “The problem with segregated special education is that youngsters will not learn in segregated settings how to function in a non-disabled world.” -Art Shapiro Professor of Special Education Kean University

Co-teaching occurs when two or more teachers, one a general educator and the other a special service provider share physical space in order to actively instruct a blended group of students, including students with disabilities. Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print. All academic levels benefit from alternative assignments and greater teacher attention in small-group activities Allows for more intense and individualized instruction in the general education setting increasing access to the general education curriculum while decreasing stigma for students with special needs Opportunity to increase understanding and respect for students with special needs Students with special needs have a greater opportunity for continuity of instruction as the teachers benefit from the professional support and exchange of teaching practices as they work collaboratively

Curriculum addressed Open to ideas Team working together Everyone involved Accommodations Cohesive philosophies Hierarchy of modifications

Essential Components of Co-Teaching System of Shared Beliefs Prerequisite Skills Collaboration Classroom Practice Administrative Roles and Perspectives Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print.

System of Shared Beliefs What are the professional beliefs you hold about teaching that might be a factor in co-teaching? In what areas do you and your co-teacher or colleagues share beliefs? In what areas do you differ? How could co-teachers reconcile differences in their beliefs? Co-Teaching Beliefs Handout Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print.

Prerequisite Skills Marriage between a content specialist and strategy specialist Personal, pedagogical and discipline-specific What are the personal qualities that you bring to a co-teaching situation that could enhance your working relationship with your teaching partner? What personal attitudes or skills might hinder co-teaching? How could you work with your co-teacher to ensure that these do not become problematic? Prerequisite Skills for Co-Teaching Handout Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print.

Collaboration Defining Characteristics Style/Approach Voluntary Parity Mutual problem/goal Shared responsibility Shared Accountability Shared resources Defining Characteristics Style/Approach: Collaboration can only exist when attached to a process or activity such as problem solving or planning. Voluntary: Collaborative relationships are entered into freely and exist by choice. Parity: In collaboration, each participant’s contribution is equally valued and participants have equal power in decision making. Mutual problem/goal: Collaboration occurs in response to a goal, problem, or need that is jointly shared by the participants. Must share at least one specific goal although they may individually hold many different goals. Shared responsibility: For participating in the activity and in the decision making that it entails Shared Accountability: For the outcome of the activity Shared resources: Share material and human resources Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print.

Classroom Practice Six approaches to Co-Teaching Analyzing Co-Teaching Approaches Handout Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print.

One Teach, One Drift One person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed. Admin, SERC Web. "Six Approaches to Co-Teaching." SERC RSS. N.p., n.d. Web. 10 Jan. 2017.

Afterward, the teachers should analyze the information together. One Teach, One Observe Co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together. Admin, SERC Web. "Six Approaches to Co-Teaching." SERC RSS. N.p., n.d. Web. 10 Jan. 2017.

Parallel Teaching The teachers are both covering the same information, but they divide the class into two groups and teach simultaneously. Cautions: Mastering content Timing of lessons Noise level Admin, SERC Web. "Six Approaches to Co-Teaching." SERC RSS. N.p., n.d. Web. 10 Jan. 2017.

The teachers divide content and students. Station Teaching The teachers divide content and students. Each teacher then teaches the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third station could give students an opportunity to work independently. Admin, SERC Web. "Six Approaches to Co-Teaching." SERC RSS. N.p., n.d. Web. 10 Jan. 2017.

Alternative Teaching One teacher takes responsibility for the large group while the other works with a smaller group. Admin, SERC Web. "Six Approaches to Co-Teaching." SERC RSS. N.p., n.d. Web. 10 Jan. 2017.

Team Teaching Both teachers are delivering the same instruction at the same time (“tag team teaching”). Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers' styles. Admin, SERC Web. "Six Approaches to Co-Teaching." SERC RSS. N.p., n.d. Web. 10 Jan. 2017.

Instructional Delivery Individual Adjustments A Planning Structure Phase I: Curriculum Outline General education teacher prepares an outline of upcoming curriculum: topics, key concepts, activities, projects. Phase II: Instructional Delivery General education and special education teachers jointly decide how to arrange teachers and students to accomplish the curriculum priorities. Both teachers have active instructional roles. Phase III: Individual Adjustments Based on shared planning, the special education teacher makes accommodations for students with special needs (preparing alternative materials, adapting materials, or creating supplemental materials. Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print.

Administrative Roles and Perspectives Belief system regarding inclusive practices Scheduling Assigning partnerships Accountability Big picture Staff development Program coherence Friend, Marilyn. The Power of 2: Making a Difference Through Co-Teaching. 2nd ed. N.p.: A Forum on Education, 2005. Print.

Co-Teaching Rating Scale “Coming together is a beginning; keeping together is progress; working together is success.” -Henry Ford Co-Teaching Rating Scale (CEC), Megan Jones. "The Survival Guide for New Special Education Teachers." Publications - Council for Exceptional Children. N.p., 19 Oct. 2016. Web. 10 Jan. 2017.

Intellectual Disability What is it like? Learning Disability Intellectual Disability Learning Disability Reading Activity Intellectual Disability German Test Test Your Awareness

Should be administered in the general education classroom Accommodations The key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. An accommodation is a change that helps a student overcome or work around the disability. A modification means a change in what is being taught to or expected from the student. Should be administered in the general education classroom Modifications or accommodations are most often made in the following areas: Scheduling. For example, giving the student extra time to complete assignments or tests breaking up testing over several days Setting. For example, working in a small group working one-on-one with the teacher Materials. For example, providing audiotaped lectures or books giving copies of teacher’s lecture notes using large print books, Braille, or books on CD (digital text) Instruction. For example, reducing the difficulty of assignments reducing the reading level using a student/peer tutor Student Response. For example, allowing answers to be given orally or dictated using a word processor for written work using sign language, a communication device, Braille, or native language if it is not English.

Interventions for Students Having Difficulty with Attention & Distractibility Use of non-verbal signals (e.g. flashing lights, ringing a bell) to cue students Increase teacher proximity to student Provide preferential seating Vary tone of voice Provide more physical work space Have student clear desk of distractions Allow student to have something in their hands (e.g. squishy ball) “Block” or chunk assignments in less overwhelming amounts Highlight directions and important words on the assignment Provide guided notes or graphic tool to use accompanying verbal presentation Rief, Sandra F., and Julie A. Heimburge. How to reach and teach all students in the inclusive classroom: ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs. West Nyack, NY: Center for Applied Research in Education, 1996. Print.

Interventions for Students Having Difficulty Processing Auditory Information Vary verbal style in presentation. Supplement verbal presentation with visuals, graphics, and demonstrations. Increase amount of modeling and guided practice. Increase amount of eye contact with students. Increase wait time to at least 5 seconds. Provide directions in written as well as verbal form. Monitor frequently for student understanding. Accommodate a full range of learning styles. Rief, Sandra F., and Julie A. Heimburge. How to reach and teach all students in the inclusive classroom: ready-to-use strategies, lessons, and activities for teaching students with diverse learning needs. West Nyack, NY: Center for Applied Research in Education, 1996. Print.