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COLLABORATIVESTRATEGIES
INITIATIVEPRESENTED BY: Dr. Leisa Justus
Dr. Robin Morthel Dawn Bradley Vicky Hulsey
CREATED BY: Melinda Hirschmann, WWMS Stacey Faircloth, MJHS
WHAT IS INCLUSION?
”Inclusion is the word used to describe the right of all students to shared access to the general curriculum.”
A belief that all children . . .are included for all or part of the day in the general education setting with their needs being met.
will be treated equally. are in classrooms or environments designed for success.
will improve academic, behavior, and social skills with appropriate supports.
2Inclusion: How to Make It Work: Strategies for Success ati - Appelbaum Training Institute, 2000
WHY INCLUSION?Section 504 of Rehabilitation Act• Protect from
discrimination based on disability
• Applied to all public settings, but most educators did not know it was required for schools
Education for All Handicapped Children Act• Free and
Appropriate Public Education
• Students allowed to attend their local schools but often in separate classrooms
Individuals with Disabilities Education Act• Least
Restrictive Environment
• Response to Intervention
Inclusion• First
consideration for placement should be the general ed setting
• Not a legally mandated term but used by educational stakeholders in response to legal mandates
WILSON COUNTY’S COLLABORATIVE STRATEGIES INITIATIVE (CSI)
What is inclusion in WCS? Inclusive classrooms benefit from collaborative
instruction: general ed and special ed teachers or special ed assistants
working together for student growth.
What is our goal for WCS? The mission of CSI is to ensure that opportunities
for every student’s growth are available in the general education setting.
Through a cooperative effort of teachers, students, administrators and
parents, 80% of the students will be educated in the general education
setting a minimum of 80% of the school day per RTI2 guidelines.
CLASS SETTINGS
General Education
Inclusion
Intervention/Learning Labs
CDC
WCS is moving toward more Co-Teaching…Co-Teaching is a collaboration between general and special education teachers.
All teaching and learning responsibilities are shared:
• Instructional delivery
• Evaluation and reflection
• Lesson planning
• Test scores
• IEP and parent meetings
• Classroom Management
• Grading
• Parent Contact
Villa, Thousand, and Nevin (2004) identified six benefits of co-teaching:
1. Students develop better attitudes about themselves, academic improvement, and social skills.
2. Teacher-student ratio is decreased, leading to better teaching and learning conditions.
3. Teachers are able to use research-proven teaching strategies effectively.
4. A greater sense of community is fostered in the classroom.
5. Co-teachers report professional growth, personal support, and enhanced motivation.
6. Increased job satisfaction can be experienced because needs for survival, power, freedom or choice, a sense of belonging, and fun are met (p.xv).
rienced because needs for survival, power, freedom or choice, a sense of belonging, and fun are met (p. xv).
RESEARCH HIGHLIGHTS
Students with disabilities show
increased scores with criterion-
referenced and norm-referenced tests
in reading and math when they
received instruction in inclusive, co-
taught classrooms (Emery, 2009).
Salend and Duhaney (1999) found that
students without disabilities have a
positive view of inclusion and believe it
benefits with an increased acceptance,
understanding and tolerance of
individual differences, greater
awareness and sensitivity to the needs
of others, greater opportunities to have
friendships with students with
disabilities, and an improved ability to
deal with disability in their own lives.
RESEARCH HIGHLIGHTS
Co-teaching is a viable option for students
with disabilities to be successful in
general education classrooms (Murawski,
2008).
Inclusion increases teacher collaboration and expertise (Dieker, 2003).
INCLUSION MODELS AND TARGET SKILLS
S E R V I C E D E L I V E R Y M O D E L S
Co-teaching : one general ed and one special ed teacher for WCS tested classes/courses
Collaboration: one general ed teacher and an educational assistant who collaborate with a special ed teacher
Consultation: service providers consult with general ed teacher to ensure needs are met
E X A M P L E S O F T A R G E T E D S K I L L S
Note-Taking
Guided Writing
Reading
Communication
Social Skills
Academic Behavior
Organization
Guided Notes
Mini Lessons
STATION TEACHING
Students rotate in small groups through station activities. Grouping is done
purposefully and flexibly.
discussion
demonstration
assessment
writing
skill review
computer
PARALLEL TEACHING
Each teacher has her own group – flexible grouping according to teacher
and student needs. They are typically teaching the same content but in two
different formats: for example, response to text and paragraph construction.
• Inquiry-based option
• Hands-on activity
• Project-based option
• Literature connection
• Direct instruction
• Skill-based instruction
LEAD/SUPPORT
One teacher teaches the lesson and the other teacher monitors student
understanding as a support. This model is used less frequently and both
teachers alternate both roles.
• Content delivery
• Bellringer
• Learning strategies
• Note taking skills
• Observation data
• Graphic support
TEAM TEACHING
Both teachers are teaching, taking turns
or sharing tasks during each lesson. One
teacher may be lecturing while the other
models real-time note taking on the
board. Or, for another example, teachers
model accountable talk. With planning
and open collaboration, this has high
potential for engagement and student
learning.
ALL INCLUSION MODELS PROMOTE:
Collaborative planning for learning style differences:
• Auditory Learners – lectures, recordings
• Visual Learners – charts, tables, graphics, pictures, color, demonstrations, examples
• Tactile/Kinesthetic – hands-on activities, movement, manipulatives
Collaborative planning for instructional options:
• Multiple means of presentation – louder, bigger, graphics, videos, audio, visuals, repeat, repeat, repeat
• Multiple means of action and expression-choices, feedback, individual or group activity
• multiple means of engagement-checklists, rubrics, rewards, discussions
BUT W
HAT A
BOUT MY
STUDENTS
WIT
HOUT
DISABILI
TIES?
WO
N’T
TH
E IN
CLUS IO
N O
F
STUD
ENTS W
ITH
DI S
AB I LI T
I ES
S LOW
DO
WN
TH
E PACE O
F MY
STUD
ENTS?
BENEFIT TO STUDENTS WITHOUT DISABILITIES
Greater appreciation of individual strengths and diversity
Deeper commitments to the importance of inclusion and social justice
Improved understanding of and attitudes toward disability
Enhanced self-esteem
Stronger advocacy and support skills
Emerging friendships(Carter et al., 2011; Copeland et al., 2004)
AND EVEN BETTER NEWS…..
Non-disabled, but non-stellar students who had the opportunity to function in a peer support role for a classmate with disabilities showed grade improvements of 1 to 2 grade levels.
A-B Students continued to be A-B students
C-D-F students became B-C students
MOVING UPSTREAM:
A STORY OF PREVENTION
AND INTERVENTION
In a small town, a group of
fishermen gathered down at the
river. Not long after they got
there, a child came floating down
the rapids calling for help. One of
the group on the shore quickly
dived in and pulled
the child out.
Minutes later another child came,
then another, and then many
more children were coming down
the river. Soon everyone was
diving in and dragging children to
the shore, then jumping back in
to save as many as they could.
In the midst of all this frenzy, one of the group was seen
walking away. Her colleagues were irate. How could she
leave when there were so many children to save? After
long hours, to everyone’s relief, the flow of children
stopped, and the group could finally catch their breath.
At that moment, their colleague came back.
They turned on her and angrily shouted:
“HOW COULD YOU WALK OFF WHEN
WE NEEDED EVERYONE HERE
TO SAVE THE CHILDREN?”
She replied, “It occurred to me that someone ought to go upstream and find
out why so many kids were falling into the river. What I found is that the old
wooden bridge had several
planks missing, and when some
children tried to jump over the
gap, they couldn't make it and
fell through into the
river. So I got someone
to fix the bridge.”
Inclusion and co-teaching are here to help close the gap and fix the bridge.
WHO OWNS THE RESPONSIBILITY OF INCLUSION?
24
EVERYONE
BIBLIOGRAPHYCarter, E.W., Asmus, J., & Moss, C.K. (2008). Fostering Friendships: Supporting relationships among youth with and without developmental disabilities. The Prevention Researcher, 20(2), 14-27.
Carter, E.W., Cushing, L.S., & Kennedy, C.H. (2008). Promoting rigor, relevance, and relationships through peer support interventions. TASH Connections, March/April 2008, 20-23.
Copeland, S. R., Hughes, C., Carter, E. W., Guth, C., Presley, J., Williams, C.R., & Fowler, S.E., (2004). Increasing access to general education: Perspectives of participants in a high school peer support program. Remedial and Special Education, 26, 342-352.
Dieker, L., & Murawski, W. (2003). Co-teaching at the secondary level: Unique issues, current trends, and suggestions for success. High School Journal, 86(4), 1-13.
Emery, L. (2009). Academic achievement of middle school students with specific learning disabilities in inclusive cotaught classes (Doctoral dissertation). Available from ERIC database. ( ED515182)
Murawski, W. (2008). Five keys to co-teaching in inclusive classrooms. School Administrator 65(8), 29.
Salend, S. J., & Duhaney, L. M. (1999), The Impact of Inclusion on Students With and Without Disabilities and Their Educators, Remedial and Special Education, Volume 20, pages 114-126.
Villa, R., Thousand, J., & Nevin, A. (2004). A guide to co-teaching: Practical tips for facilitating student learning. Thousand Oaks, CA: Corwin Press.