Coordinating Instruction, Collaborating, and Co-teaching: The Ever Ending Role of Special Education SPED Chapter 11

Types of Instructional Arrangements Large Group Instruction Small group instruction One-to-one instruction Independent learning Cooperative group/learning Peer Learning Class wide peer tutoring

Physical Considerations Audio visual area Computer centers Accessibility of materials Comfortable area Learning centers Procedures and rules

Consideration on Selecting Material Curricular responsibilities Academic levels of students Instructional arrangements Materials to be used while learning Use of materials for assessment Materials that are student-centered vs. teacher centered

Equipment Considerations Published material Tape recorders Overhead projectors VCR/DVD Stop watch Individual white boards Flannel/magnetic board Instructional games ORGANIZATION

Schedule Considerations Planning time with general educator Observation time Meetings with other professionals Alternative instructional arrangements Grading and assessment Explicit instruction Free time Transition time

What to Expect when Co-teaching or Providing Push-in Services Gen. Ed teachers will make adaptations to an extent Students with special needs are treated the same- good and bad Students with special needs in the mainstream participate but are more passive learners In mainstream large group instruction is the norm, but our students may be used to smaller groups

Adaptations General Education Teachers are Willing to Make Provide reinforcement and encouragement Establish a personal relationship with mainstream students Involve mainstreamed students in whole class activities Establish routines for mainstreamed students Establish expectations for learning and behavior

Adaptation General Education Teachers are NOT Willing to Make Adapt long-range plans Adjust physical environment Use alternative materials or adapt current materials for students with special needs Adapt scoring and grading criteria for students with special needs Provide individualized instruction to meet students needs

Dilemmas of In-Class Support Student ownership Individuals vs. class focus Content vs. accommodation New roles for special education teacher- whose class is this? Real world vs. student world Planning time

How to Collaborate Choose a model –Co-teaching; consultant teaching; paraprofessionals; teacher assistance teams Procedures for working together –Define roles; clarify questions; summarize; circumvent problems; evaluate effectiveness of teams; listening skills; plan with goals and objectives

Existing Models for Co-teaching One group- 1 leader- 1 teacher Two mixed ability groups: 2 teachers teach the same content Two same ability groups Multiple groups Whole class

Tips for Successful Co-teaching Who gives grades, and how do you grade? Whose classroom management rules do you follow and how enforces them? What space do I get? What do we tell the students/ How can we get time to co-plan and coordinate? How do we know it is working?