Deanna TiptonFinal Project

EDTL 630

Please See Video Clips on the Following Slides: 4, 5, 7, 21, 25, & 26

Also see Resource Links on Slide 11.

Constitutionally based court Constitutionally based court

findings have set findings have set

precedents for the rights of precedents for the rights of

all students to be educated all students to be educated

in the General Education in the General Education

classroom.classroom. “Least Restrictive Environment”

“Most Integrated Setting Appropriate”

“Not Separate or Different”

Three Federal Laws thatThree Federal Laws that

Protect Individuals with Protect Individuals with

Disabilities and Ensure their Disabilities and Ensure their

Rights to Educational Rights to Educational

Opportunities With their Opportunities With their

Non-Disabled Peers:Non-Disabled Peers: Section 504 of the Rehabilitation Act of 1973Section 504 of the Rehabilitation Act of 1973

Individuals with Disabilities Education Act, Part B Individuals with Disabilities Education Act, Part B

(IDEA) 2004(IDEA) 2004

Americans with Disabilities Act (ADA) Americans with Disabilities Act (ADA) 19901990

These Laws Set a Precedent for These Laws Set a Precedent for All Students, Not Just Those All Students, Not Just Those with Disabilities, to Have the with Disabilities, to Have the Opportunity to be Educated Opportunity to be Educated Equally With their Peers and Equally With their Peers and

Disallow Any Child from Being Disallow Any Child from Being Excluded, No Matter How Excluded, No Matter How Diverse from the General Diverse from the General

Population.Population.

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Video-clip

Reflects the Intent of the Reflects the Intent of the Law that Children with Law that Children with

Disabilities be Educated Disabilities be Educated with their with their

Non-Disabled Peers to the Non-Disabled Peers to the greatest extent greatest extent

possible or appropriate. possible or appropriate.

InclusionInclusionHow have we decided to interpret these laws?

Click here – Video-clip

TThe Practice of Inclusion has been Gaining he Practice of Inclusion has been Gaining

Momentum for More than 15 Years.Momentum for More than 15 Years.

SStudies Indicate that Students Served Within tudies Indicate that Students Served Within

an Inclusive Environment Earn Higher Grades, an Inclusive Environment Earn Higher Grades,

Achieve Higher or Comparable Scores on Achieve Higher or Comparable Scores on

Standardized Tests, Committed No More Standardized Tests, Committed No More

Behavioral Infractions, and Attended More Behavioral Infractions, and Attended More

Days of School than Students Served Within a Days of School than Students Served Within a

Full Pull-Out Program. Full Pull-Out Program.

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TTeachers in Inclusive Schools Work eachers in Inclusive Schools Work

Together to Implement Strategies that Together to Implement Strategies that

Maximize the Learning of All Students. Maximize the Learning of All Students.

These Strategies Include Cooperative These Strategies Include Cooperative

Learning, Curriculum Adaptation, Peer Learning, Curriculum Adaptation, Peer

Mediated Learning Approaches, Mediated Learning Approaches,

Collaborative and Team-Teaching, Direct Collaborative and Team-Teaching, Direct

Instruction and Reciprocal Teaching, as Instruction and Reciprocal Teaching, as

well as Innovative forms of well as Innovative forms of

Accountability and Assessment.Accountability and Assessment.

Click here Video-Clip

Inclusive Elementary School Inclusive Elementary School

EnvironmentsEnvironments

FrameworkFrameworkFor the Development

of

Administrative

Support

Inclusion ProfessionalDevelopment

Collaborative Effort

CurriculumDevelopment

Co-Teaching Models

Consultant Model

Support or Reinforcement

Modification or Changes

Parallel Participation

Partial Participation

Alternative Activity

Alternating Lead Parallel Teaching

Alternative TeachingStation Teaching

Team Teaching

Team Planning

Team Planning

Administrative SupportAdministrative SupportModify Modify

SchedulesSchedules

Revise JobRevise Job Descriptions Descriptions

SuperviseSupervise & Evaluate & Evaluate

Performance Performance

Provide WeeklyProvide Weekly Co-Planning Co-Planning

TimeTime

• Facilitate the Development of aFacilitate the Development of a Shared Vision: Shared Vision: The development of a sharedThe development of a shared vision is a prerequisite to developing a set of vision is a prerequisite to developing a set of procedures. It is important for teachers, procedures. It is important for teachers, administrators, parents, and support staff to “buy administrators, parents, and support staff to “buy into” the idea of inclusion and to become partners into” the idea of inclusion and to become partners in the effort. in the effort.

• Arrange Continuum of Staff Arrange Continuum of Staff In-Service, Professional In-Service, Professional Development, & Mentoring: Development, & Mentoring: It is important toIt is important to note that the implementation process usually takes note that the implementation process usually takes between between 3-5 years3-5 years before all of the kinks have been before all of the kinks have been worked out. worked out.

Professional Professional

DevelopmentDevelopment

State Support Team

Region1

Studies Show that Ongoing Professional Studies Show that Ongoing Professional DevelopmentDevelopment

is Critical to Successful Implementation of is Critical to Successful Implementation of Inclusive Education. Inclusive Education. Workshops or single training sessions are not Workshops or single training sessions are not

sufficient for developing the repertoire of sufficient for developing the repertoire of strategies that teachers need to work in a strategies that teachers need to work in a

collaborative inclusive program. collaborative inclusive program. Some Examples of Effective Staff Development Some Examples of Effective Staff Development

Include:Include:

• Exploration of Theory through Reading & DiscussionExploration of Theory through Reading & Discussion

• Observations of Actual Inclusive ClassroomsObservations of Actual Inclusive Classrooms

• Coaching and Consulting to Solve Problems and answer Coaching and Consulting to Solve Problems and answer questionsquestions that arise during implementation that arise during implementation (Click on the Links Below for Samples of Professional Development Currently Offered)(Click on the Links Below for Samples of Professional Development Currently Offered)

Collaborative EffortTeam PlanningTeam Planning

TTeachers should work together to:eachers should work together to:

• Share ExpertiseShare Expertise

• Provide Nonevaluative FeedbackProvide Nonevaluative Feedback

• Help Each Other Master New Instructional Help Each Other Master New Instructional ApproachesApproaches

• Adapt Teaching Models to the Needs of Adapt Teaching Models to the Needs of StudentsStudents

• Develop and Refine Classroom SkillsDevelop and Refine Classroom SkillsTTeachers who Experience Peer Coaching Exhibit eachers who Experience Peer Coaching Exhibit Greater Long-Term Retention of Innovative Greater Long-Term Retention of Innovative

Instructional Strategies and More Appropriate Use of Instructional Strategies and More Appropriate Use of New Teaching Models over Time.New Teaching Models over Time.

Collaborative Effort

CConsult services are Provided when a onsult services are Provided when a

Student that Qualifies for Special Student that Qualifies for Special Education Services Demonstrates a Education Services Demonstrates a

Higher than Average Success Rate in Higher than Average Success Rate in Achieving IEP Goals. This Student May Achieving IEP Goals. This Student May be Placed within a General Education be Placed within a General Education

Classroom, where The Certified Special Classroom, where The Certified Special Education Teacher Provides Education Teacher Provides

Consultative Services to the General Consultative Services to the General Education Teacher in order to Assist in Education Teacher in order to Assist in

Adjusting the Learning Environment Adjusting the Learning Environment and/or Modifying Instructional Methods and/or Modifying Instructional Methods

to Meet the Individual Needs of This to Meet the Individual Needs of This Particular Student. Particular Student.

Consultant Model

Co-Teaching Models

Collaborative Effort

Alternating LeadAlternating Lead

As in All Models, Both Teachers Work As in All Models, Both Teachers Work Together in the Planning Process of the Together in the Planning Process of the

Lesson Delivery. In this Model, One Lesson Delivery. In this Model, One Teacher Leads while the other Teacher Teacher Leads while the other Teacher Provides the Necessary Assistance or Provides the Necessary Assistance or Clarification for Students that may be Clarification for Students that may be Struggling. This Model may Alternate Struggling. This Model may Alternate

Between Teachers on a Daily Basis But Between Teachers on a Daily Basis But Presents a More Cohesive Atmosphere Presents a More Cohesive Atmosphere

When the Lesson Delivery is Alternated on a When the Lesson Delivery is Alternated on a Weekly Basis. Weekly Basis.

Co-Teaching Models

Collaborative Effort

Parallel TeachingParallel Teaching

As in All Models, Both Teachers Work As in All Models, Both Teachers Work Together in the Planning Process of the Together in the Planning Process of the

Lesson Delivery. In this Model, Teachers Lesson Delivery. In this Model, Teachers Share the Responsibility for Planning and Share the Responsibility for Planning and

Instruction. The Class is Split into Instruction. The Class is Split into HeterogeneousHeterogeneous Groups and Each Teacher Groups and Each Teacher Instructs Half of the Class on the Same Instructs Half of the Class on the Same

Material. Content Covered is the Same But Material. Content Covered is the Same But Methods of Delivery may Differ Depending Methods of Delivery may Differ Depending

on Students Needs or on Students Needs or Teaching Style. Teaching Style.

Co-Teaching Models

Collaborative Effort

Station TeachingStation TeachingAs in all Models, Both Teachers Work As in all Models, Both Teachers Work

Together in the Planning Process of the Together in the Planning Process of the Lesson Delivery. In this Model, Teachers Lesson Delivery. In this Model, Teachers Divide the Responsibility of Planning and Divide the Responsibility of Planning and

Instruction – Each is Responsible for a Instruction – Each is Responsible for a Specific Area of Content Material that was Specific Area of Content Material that was

Determined during Planning. Students Determined during Planning. Students Rotate from Station to Station with One or Rotate from Station to Station with One or

More of these Stations Set-up for More of these Stations Set-up for Independent work. Teachers Repeat Independent work. Teachers Repeat

Instruction for Each Group as they Come Instruction for Each Group as they Come Through – Although Delivery May Differ. Through – Although Delivery May Differ. Each Teacher Instructs Every Student. Each Teacher Instructs Every Student.

Co-Teaching Models

Collaborative Effort

Alternative Alternative

TeachingTeachingAs in all Models, Both Teachers Work As in all Models, Both Teachers Work Together in the Planning Process of the Together in the Planning Process of the

Lesson Delivery Lesson Delivery (No – this Statement is not Redundant – it is Vital and (No – this Statement is not Redundant – it is Vital and

needs Reinforcement!)needs Reinforcement!). In this Model, One Teacher . In this Model, One Teacher Leads an Enrichment or Alternative Activity Leads an Enrichment or Alternative Activity While a Second Teacher Re-Teaches a Small While a Second Teacher Re-Teaches a Small

Group of Students that May Be Having Group of Students that May Be Having Difficulty with Content. Math is the Content Difficulty with Content. Math is the Content Area that this Model is Used Most often Due Area that this Model is Used Most often Due

to the need for Re-Teaching on a more to the need for Re-Teaching on a more Consistent Basis. Consistent Basis.

Co-Teaching Models

Collaborative Effort

Team TeachingTeam TeachingAs in all Models, Both Teachers Work As in all Models, Both Teachers Work

Together in the Planning Process of the Together in the Planning Process of the Lesson Delivery. In this Model, Teachers Lesson Delivery. In this Model, Teachers

Work Together to Deliver the Same Material Work Together to Deliver the Same Material to the Entire Class. They Work as a Team to to the Entire Class. They Work as a Team to

Introduce New Content, Assist with Skill Introduce New Content, Assist with Skill Development, Clarify Information, and Development, Clarify Information, and

Facilitate Learning, as well as Classroom Facilitate Learning, as well as Classroom Management. Both Teachers Circulate Management. Both Teachers Circulate

around the room Providing Immediate Re-around the room Providing Immediate Re-Teaching as needed.Teaching as needed.

So . . . Now that We’ve So . . . Now that We’ve

Discussed the Different Discussed the Different

Models of Co-Models of Co-

Teaching . . . Are you Teaching . . . Are you

Ready to Sit Down With Ready to Sit Down With

a Teacher in Your Grade a Teacher in Your Grade

Level & Get Started?Level & Get Started?

Proceed With:Proceed With:

Collaboration Won’t Collaboration Won’t

Just Just “Happen”“Happen”

Any Action Taken Must Any Action Taken Must

Be:Be:•

DeliberateDeliberate

• StructuredStructured

• SystematicSystematic

• OngoingOngoing

Click here Vide0-Clip

You Might be Saying: You Might be Saying:

“We’re all Professionals “We’re all Professionals

– Why Can’t it Just – Why Can’t it Just

Happen?”Happen?”I Know!I Know!

• General Educators Begin with General Educators Begin with thethe Curriculum First and Use Curriculum First and Use AssessmentAssessment to Determine what was Learned. to Determine what was Learned.

• Special Educators Begin withSpecial Educators Begin with Assessment First and Design Assessment First and Design theirtheir Instruction to Repair the Gaps in Instruction to Repair the Gaps in Learning. Learning.

No Wonder We’re Talking Different Languages!No Wonder We’re Talking Different Languages!

Hence - The need for

Collaborative Effort and Professional Developmen

t!

Other Other

ConsiderationConsideration

s:s:

Balanced Balanced

Classroom Classroom

RostersRostersExample: In a Class of 25 Example: In a Class of 25 Students, No More than 6 Students, No More than 6

Students Should have Students Should have Identified Disabilities in theIdentified Disabilities in the Mild to Moderate Range. Mild to Moderate Range.

Weekly Scheduled Weekly Scheduled Co-Planning TimeCo-Planning Time

is Essential is Essential • Co-Teaching Teams Should Co-Teaching Teams Should

Have a Minimum of One Have a Minimum of One Scheduled Planning Period (60 min.) Scheduled Planning Period (60 min.) Per Week for Lesson Planning Purposes. Per Week for Lesson Planning Purposes.

• This Same Team Should also Have aThis Same Team Should also Have a Minimum of One Scheduled Evaluative Minimum of One Scheduled Evaluative Meeting Per Month to Discuss Student Meeting Per Month to Discuss Student Progress. (Seriously - Look it up - Dieker, 2001) Progress. (Seriously - Look it up - Dieker, 2001)

Do you want it to work – or

not? It’s as simple as

that.

Click hereVideo-Clip

The Necessary Action StepsThe Necessary Action StepsBefore We’re off and Running Before We’re off and Running

with Inclusion:with Inclusion:

• Administrative Commitment to Administrative Commitment to

ProvideProvide the Necessary support (e.g., the Necessary support (e.g., ProfessionalProfessional Development, Provision of Common Development, Provision of Common PlanningPlanning Time During the School Day, Time During the School Day, ParticipationParticipation in the Collaborative Efforts, etc.) in the Collaborative Efforts, etc.)

• Teacher Commitment to Pre-Teacher Commitment to Pre-Planning,Planning, Flexible & Open-Minded Flexible & Open-Minded CollaborativeCollaborative Effort, Professional Development. Effort, Professional Development.

• Implementation Slowly . . . Baby Implementation Slowly . . . Baby Steps Steps

Click here Video Clips

CurriculumDevelopment

And Let’s Not ForgetAnd Let’s Not Forget

As we strive to create environments where all students As we strive to create environments where all students participate, there is an appreciation for diversity, as well participate, there is an appreciation for diversity, as well as a shared responsibility for learning, ongoing behavior as a shared responsibility for learning, ongoing behavior

support, and student centered learning; we must also support, and student centered learning; we must also strive to recognize our students strengths and strive to recognize our students strengths and

weaknesses, stimulate active learning, and maintain weaknesses, stimulate active learning, and maintain organized and systematic classrooms. Some Key organized and systematic classrooms. Some Key

components to Curriculum Development that will be components to Curriculum Development that will be

discussed in our next session are: discussed in our next session are: • Balanced Instructional Programs Balanced Instructional Programs

• Comprehensive Instructional Comprehensive Instructional ProgramsPrograms

• Access to Core CurriculumAccess to Core Curriculum

• Differentiated InstructionDifferentiated Instruction

• Multilevel InstructionMultilevel Instruction

• Modifications & AccommodationsModifications & Accommodations

• Flexible Grouping Flexible Grouping PracticesPractices

• Intensive, SystematicIntensive, Systematic Instruction as needed Instruction as needed

• Ongoing Assessment and Ongoing Assessment and Monitoring Monitoring

• An Eclectic Approach An Eclectic Approach

• Gately, Susan E., and Frank J. Gately, J. 2001. Understanding Co-teaching Components. Teaching Exceptional Children. Mar/Apr: 40-47.

• Rea, Patricia Jordan. 2005. Engage Your Administrator in Your Collaboration Initiative. Intervention in School and Clinic. 40, 5, 312-316.

• Salend, S.J., Gordon, J., and Lopez-Vona, K. 2002. Evaluating Cooperative Teaching Teams. Intervention in School and Clinic. 37, (4), 195-200.

• Wischnowski, M.W.; Salmon, S.J.; Eaton, K. 2004. Evaluating Co-teaching as a Means for Successful Inclusion of Students with Disabilities in a Rural District. Rural Special Education Quarterly. Summer, 23, 3, 3-14.

• Wilson, Gloria Lodato. 2005. This Doesn’t Look Familiar! Intervention in School and Clinic, 40(5), 271-275.

• Haager, Diane, and Klingner, Janette K. 2004. Differentiating Instruction in Inclusive Classrooms. 5-14.

• Daack, Elaine E. 2007. Preparing for Inclusion. Inclusion Models for a Building Level. http://www.uni.edu/coe/inclusion/preparing/building_levels.html

• Skrag, Judy, and Burnette, Jane. 1994. Inclusive Schools. http://aolsearch.aol.com/aol/search?invocationType=client_searchbox&query=ConsultantCo%2Dteaching%20model

• Stoiber, Laurie. 2008. Interview, Ft. Meigs Elementary Special Education Teacher (22 years).

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