Grade Level Material The student is capable of meeting the grade-level objectives, but requires specially designed instruction and support that will allow progress. ¨ Implement scaffolding strategies and accommodations. ¨
Manor ISD: MPACT 2013 - Power of 2
Inclusion: Definition
Inclusion is the educational practice of educating children with disabilities in classrooms with children without disabilities. Prior to the PL 94-142, the Education of All Handicapped Children Act, promised all children a public education for the first time. The Education of All Handicapped Children Act established two important legal concepts based upon the Equal Protection Clause of the 14th Amendment, FAPE, or Free and Appropriate Public Education, and LRE or Least Restrictive Environment. FAPE insured that the district was providing a free education that was appropriate for the child's need. Manor ISD: MPACT 2013 - Power of 2
Inclusion Models ¨
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"Push In" has the special education teacher enter the classroom to provide instruction and support to children. "Full Inclusion" places a special education teacher as a full partner in a classroom with a general education teacher. For inclusion to truly succeed, special educators and general educators need to work closely together and compromise. It definitely requires that teachers have training and support to overcome the challenges they must meet together. Manor ISD: MPACT 2013 - Power of 2
Differentiated Instruction: Definition ¨
Differentiated Instruction is a process of teaching and learning that begins with the premise that not all students are alike. Based on the readiness, learning preferences and interests of the student, it requires teachers to vary their approaches and adjust the curriculum to give students multiple paths to the same goals or outcomes.
Manor ISD: MPACT 2013 - Power of 2
Co-Teaching Fundamentals ¨
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Co-teaching occurs when a general education/content teacher and a special education teacher work collaboratively in the same classroom to deliver instruction. Collaboration involves jointly developing and agreeing upon a set of common goals, and sharing responsibility with regard to the attainment of the goals. Co-teaching is not: n The general education teacher always taking the lead in instruction. n The special educator standing by waiting for the general educator to give a signal. n The special educator working with just students with special needs.
Manor ISD: MPACT 2013 - Power of 2
Models of Co-Teaching Assisted/Support Teaching (One Teach – One Assist/Observe) ¨ Team Teaching ¨ Station/Center Teaching ¨ Large group/Small group teaching (Alternative Teaching) ¨ Parallel teaching http://www.youtube.com/watch?v=TCn4qDyuZVE ¨
Manor ISD: MPACT 2013 - Power of 2
Assisted/Support Teaching (One teach – One assist/observe) One teacher, usually the general education teacher, takes a clear lead in the classroom and assumes the responsibility for teaching the content to students. ¨ The other teacher, usually the special education teacher, circulates through the room observing students, assisting them as needed, gathering relevant data, charting the progress of individual students, compiling anecdotal information, and monitoring student behavior. ¨
Manor ISD: MPACT 2013 - Power of 2
One Teach/One Assist
Manor ISD: MPACT 2013 - Power of 2
One Teach/One Observe
Manor ISD: MPACT 2013 - Power of 2
Team Teaching Both teachers teach the same students at the same time. ¨ Both teachers actively share the planning and instruction of the content and skills to all students. ¨ Both teachers teach the material and actively exchange ideas and concepts in front of the learners. ¨ This model is typically used for whole group instruction or when smaller groups are needed for re-teaching or extension activities. ¨
Manor ISD: MPACT 2013 - Power of 2
Team Teaching
Manor ISD: MPACT 2013 - Power of 2
Station/Center Teaching
The instructional content is divided into two or three segments. The classroom is split into various teaching centers and each teacher presents content at separate locations within the classroom. Each teacher has separate responsibilities for delivering instruction. The teacher teaches the content to one group and repeats the information for the other groups. Pre-assessment is used to determine how students are selected for stations. A third station is created to allow students to complete independent assignments related to the content. Specific guidelines and expectations must be in place so that the station runs smoothly without direct instruction from a teacher. Manor ISD: MPACT 2013 - Power of 2
Station Teaching
Manor ISD: MPACT 2013 - Power of 2
Large group/Small group Teaching (Alternative Teaching) One teacher works with a small group and the other teacher continues instruction with the larger group. ¨ This model is generally used to either re-teach or extend learning for a small group of students. ¨ This model lends itself well to teaching math and math concepts. It is also useful in the implementation of accommodations for students with IEPS and 504 plans when needed. ¨
Manor ISD: MPACT 2013 - Power of 2
Alternative Teaching
Manor ISD: MPACT 2013 - Power of 2
Parallel Teaching The class is divided into two large groups. Each teacher works with a group. ¨ The groups are taught the same content simultaneously. Groups can be formed heterogeneously or based on readiness or learning styles. ¨ Prior to the end of the class, the groups come back together for a wrap-up of the lesson to share and summarize key points. ¨
Manor ISD: MPACT 2013 - Power of 2
Parallel Teaching
Manor ISD: MPACT 2013 - Power of 2
Sources Differentiation - - Adapting Instruction and Assessment to Meet Diverse Needs - By Jerry Webster, About.com Guide ¨ Fundamentals of Co-Teaching – By Kare Burggraf & Arden Sotomayor ¨ "Co Teaching Strategies." YouTube. YouTube, 03 Apr. 2009. Web. 17 Aug. 2013. ¨
