Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
© 2010 Pearson Education, Inc.All rights reserved.
Chapter 5 Provide Support and
Collaborate
Get Help and Build a School Community
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
© 2010 Pearson Education, Inc.All Rights Reserved.2
Co-teaching in a Middle and an Elementary School:
A Study in Contrasts
Montclair Middle School Special education student at the back of the
class with a paraprofessional, isolated General education teacher asked the special
education teacher to help her design inclusive multilevel lessons
Authentic lessons and adaptations helped the student become a full part of the class
The general education teacher took responsibility for all students in her class
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Co-teaching in a Middle and an Elementary School:
A Study in Contrasts
Eubanks Elementary School Student with a disability sits off to the side
and does separate work Ability groups are used with students who
function high and low together Re-creation of segregation in the general
education classroom
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Sights to SeeTalking Co-Teaching
www.youtube.com/watch?v=_BKCur0DvRo
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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COMMON MISTAKES TO AVOID1. Clustering students with
special needs in one classroom
2. Assigning students based on ‘mental age’
3. Segregating students in the general education classroom
4. Your kids and my kids 5. ‘Dumping’ - providing
support & increasing competence
6. Separating IEP goals and the general curriculum
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Principles of Support in an Inclusive School
Inclusive. Students are grouped heterogeneously, pull-out services are minimized, and segregation is not re-created in the general education classroom.
Building community and behavioral challenges. Teachers are assisted in building a classroom community where children help one another.
Multi-level, authentic instruction. Help design and implement multi-level, authentic, challenging, scaffolded instruction.
Adaptations. Assist teachers in designing and using needed instructional adaptations.
Child services coordination. Support staff coordinate services across multiple classes and professionals.
Teacher support coordination. Services in a teacher’s room are coordinated.
Professional growth. Opportunities for collaborative growth
Emotional support. Forums for emotional support, and sharing.
Teacher empowerment Support staff seek to empower rather than displace teachers in working with special students.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Traditional Service Models for Students with Special Needs
Separate Classes• Self-contained
special education classes
• Resource rooms
Separate Schools
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Some people who can help . . . • Support teachers -- Special education
teacher, Title I, Bilingual, Gifted, Teacher Consultant.
• Related services specialists -- PT, OT, Speech therapist.
• Other school professionals -- Counselor, Social Worker, Psychologist, Media Specialist, School Nurse.
• Paraprofessionals -- class, individual students.
• Children helping children.
Support PersonnelSupport Personnel
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Interactions of Support, Teaching, and Student Success
SUPPORTS / TEACHING
Poor Teaching
Fair Teaching Good Teaching
Good in - class supports
poor good excellent
Fair to poor in class supports
poor fair good
Pull out supports: resource room, coordinated
poor fair good
Pull out resource room or special class. Uncoordinated
poor poor good
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Inclusive School-wide Models of SupportModels of Student Placement and Support
Include Some, Segregate Some
Include All - Clustered Class Placement and Ability Grouping
Include All - Heterogeneous Class Placement and Heterogeneous Groups in Classes
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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HETEROGENEOUS CLASS PLACEMENT
Planning ChartClass 1 Class 2 Class 3
Academic AbilityHigh 4 5 4Medium 15 13 16Low 6 7 5BehaviorExcellent 8 7 6Average 12 14 13Poor – high support needs 5 4 6Socio-economic statusHigh 5 2 5Middle 14 15 13Lower 6 8 7TOTAL IN CLASS 25 25 25
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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TowardsHETEROGENEOUS PLACMENT -- balance of ability, race, social needs. Support staff work schedule around.MULTI-AGE -- real multi-age by definition involved heterogeneous, multi-level instruction. IN CLASS MULTI-ABILITY GROUPINGCooperative groupsPairsFlexible groupings with constantly shifting membershipChoices, interests as organizers
Inclusive Grouping
Away from
PLACEMENT THAT CLUSTERS children & support staff -- learning disabled, gifted, bilingual.
IN CLASS ABILITY GROUPING
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Inclusive Grouping
Students Helping Students: The Power of Peers
Multiage Teaching Looping School within a School
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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An Inclusive
Continuum
of
Services:
From
Place to
Process
TraditionalCouples intensity of
service with location. General education
classroom Resource room Special education
classroom Special school Home-bound Hospital / institution
InclusiveIntensity of service
independent of location Consultation with general
education teacher. Collaborative teaching with
special education teacher or other specialist
Full-time paraprofessional Circle of support Above plus other family
services.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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CHAMPIONS OF INCLUSION COMMUNICATE enthusiasm and act comfortably around students
with disabilities
Champions of inclusion are:
the classmates who nonchalantly pass a tissue to Keith (who has Cerebral Palsy) so that he can wipe off the drool that sometimes emerges while he is talking
the parent leader who welcomes new parents and tells them how wonderful it has been for her daughter who does not have a disability to learn in an inclusive school
the history teacher who talks privately with John (who has significant dyslexia) and assures him that his test grade will not be affected by spelling
the custodian who asks Charlene (who is deaf) to teach him how to sign, “have a good day;”
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Collaborative Teaming for SupportMethods of Organizing
GRADE LEVEL Teachers & support personnel in a
particular grade 3rd grade team 5th grade team Used most often in elementary
school
SCHOOLS WITHIN SCHOOLS
Teachers & support personnel follow students from grade to grade
Within grades may organize by subject as well
CONTENT/SUBJECT Teachers & support personnel
in particular subjects work together
Language arts team Math & science team
ALLOCATION OF TIME/RESOURCES
Natural proportions principle Clustering
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Using Collaborative Teaming to Provide Support
Gathering the School Community
Collaborative Teacher Teams School Support Team - child study teams Individual Student Teams Volunteer Support Community Agency Collaboration Counselors, Social Workers, and
Psychologists Media Specialists Learning Support Centers Co-teaching Teacher consultants
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School Support Team
Collaborative consultation
Routine meetings for planning
Coordinating support staff among teachers
Crisis team support
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Co - TeachingThree Approaches
Inclusive Multilevel Teaching Differentiated and Adapted
Instruction for Individual Students
Support Needs of Teachers
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Methods of Organizing Co-Teaching
Team Teaching In-Class Collaborative Teaching by
Support Teachers In-Class Collaborative Teaching by
Related Services Specialists In-Class Team Instruction In-Class Support by
Paraprofessionals Consultation - Teacher Consultant
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Inclusive Approachesto Related Services
DIRECT SERVICES Small group -- activity that
promotes needs work with students with special needs
Individual -- facilitate participation, in natural setting -- class, gym, etc.
INDIRECT SERVICESConsultation-- helps other staff
carry out activities helpful to student development
Monitoring-- tracks status of child in collaboration with other staff.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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PARAPROFESSIONALS Lead small group instruction. Provide assistance for personal care and other physical needs.
Assist students in completing directions given by the teacher (all students, not just a student with special needs).
Facilitate interactions with students.
Adapt lessons under the teacher’s guidance.
Implement other needed tasks.
AT BESTA partnershipWorking with all studentsNot 1-1 or ‘hovering’
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Considerations for Success
Keeping children first Power - share it! Philosophy Balancing and sharing
competence Beyond disciplinary
territory
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Co-Teaching StrategiesSupport Teacher Roles
Designing curriculum, instruction, physical layout, and resources for students with diverse abilities
Team teaching Building a community of learners Developing needed adaptations Addressing behavioral challenges,
physical and sensory needs, communication, and assistive technology
Asssessing and Evaluating students
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Co-Teaching StrategiesOrganizing the Work
One Teach, One Observe One Teach, One Drift Station Teaching Parallel Teaching Alternate Teaching
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Co-Teaching StrategiesAnother Approach to Organizing the Work
Supportive teaching
Parallel teaching Complementary
teaching Team teaching
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Co-Teaching Strategies
TEACHING
VS.
HELPING
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Journey Into the ClassroomTwo Co-Teaching Relationships
Sarah co-teaching 4th grade
Fluid, connected working relationship
Plan once a week Co-teaches one hour a
day in writing and science Typically one teacher
provides directions while the other is helping
They both work with small groups
Once a month they meet about one specific child
Burnadette co-teaching 6th grade
Works with a team of 4 teachers
Supports all students in the class
Organizes materials and study guides for identified students
Creates powerpoint to help students grasp key concepts
Students get help on work they have not completed
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Possible Issues in Collaborative Teaching
Parent communication & partnering
Collaborative relationship
Student progress
Planning
Academic instructional approach
Community building and behavioral challenges
Classroom design, space, materials
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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COLLABORATION
SUCCESS FACTORS Based on voluntary
relationships. Involves a mutual goal. Each person is equally
valued. Each has equal decision-
making power. Responsibilities,
accountability, and resources are shared.
BARRIERS Insufficient time for
planning Lack of administrative
support Scheduling problems Personal
misunderstandings Role confusion Power struggles and
hidden agendas
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Co-TeachingDo’s and Don’ts
DO . . . Consider students with special
needs as full members of your class.
Work with your co-teacher as a real partner.
Share responsibility for all students in the class.
Students with special needs are part of all aspects of the class so outsiders cannot identify the ‘special kids’.
Work together to design teaching at multiple levels
DON’T. . . Cluster all the students with disabilities
in one place in the room. Have the co-teacher act as a teacher
helper. Enclose an “included” student within a
wall of file cabinets. Insure that the co-teacher works only
with students with disabilities. Have the co-teacher sit beside the
student in the back of the room. Don’t ask advice on how to teach
differently for all students.
Inclusive Teaching: The Journey Towards Effective Schools for All Learners, 2ePeterson / Hittie
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Weekly all staff planning times
Blocked scheduling of art, gym, music
Beginning or end of day meetings with specialist team (PE and art do special class)
Support for conferences and learning opportunities
Finding Time to Plan
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Example Schedule forCollaborating Support Teacher
Monday Tuesday Wednesday Thursday Friday8:45 – 9: 30 3rd grade Kindergarten 3rd grade 3rd grade 3rd grade
9:30 - 10:20 2nd grade 2nd grade 2nd grade 2nd grade 2nd grade
10:30 – 11:15 1st grade 1st grade Multi-age 3-4-5
1st grade 1st grade
12:30 – 1:30 5th grade 4th grade Kindergarten 4th grade Kindergarten
1:30 – 2:30 3rd grade 3rd grade 3rd grade 3rd grade 3rd grade
2:30 – 3:30 Plannngperiod
Plannngperiod
Plannngperiod
Plannngperiod
Plannngperiod
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Sample Schedule for A Day ofCollaborative Teaching
TIME TEACHER Professional Support CommunityPartners in the Class
8:30 Choice time Share ideas for multi-levelteaching.
Volunteers read withselected children.
9:00 Writer’s workshop-rove, help edit, &assess
Special education teacherand speech therapist workwith groups. We allcollaborate in supporting allstudents.
Peer relations programteaches social skills oncea week.
10:00 Reader’s workshop Special education teachergoes with class to libraryonce a week.
10:45 Read-aloud Several parents orcommunity volunteersper month read books.
12:10 Class meeting12:30 Specials1:00 Math-one group.
Same math skills.Kid experts.
Divide class in two withspecial needs student inspecial education teacher’sgroup. Few minutes one onone.
2:00 Theme study-integrating literacy,science & socialstudies
Share content. Get ideas formulti-level teaching.
Residents from localhospital talk to classonce a month
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Bumps In the RoadGetting Around Barriers To Co-Teaching
Children pulled out Ask the special education teacher to come into the classroom
The special education teacher is resistant to trying inclusive teaching
Create a written plan regarding how the needs of the child will be met; talk to parents & involve them
A general education teacher is nervous about having a student below grade level in reading
Offer to sit down and plan for success of that student; offer to multilevel reader’s workshop lesson
Parents don’t understand how child’s needs will be met
Write out reasons and strategies and discuss with the parent
Problems Ideas
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Back PackPower of 2 and Paraprofessionals
Power of 2 www.powerof2.org/
Project Evolve www.uvm.edu/~cdci/paraprep/
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