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CHAPTER 7: COLLABORATING AND CO- TEACHING FOR STUDENTS WHO HAVE SPECIAL NEEDS By: Bridgett Buckner, Kylee Johnson, and Ali Thompson

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UNIVERSAL DESIGN FOR LEARNING Not optimal solutions for everyone Makes curriculum accessible for individuals with different backgrounds, learning styles, abilities and disabilities. Should include: Multiple means of representation Multiple means of engagement Multiple means of expression

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PLANNING: TYPICAL LESSONS General Educators: Plan for groups Studies show gen. ed teachers dont individualize, they differentiate for all, most or a few Select a theme, then plan content and activity Special Educators: Plan for individuals They are trained to plan for individuals Use a linear model for planning. Goals, objective, activity and evaluations. Collaboration helps organize thoughts and bring instruction to a higher level.

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PLANNING: CO-PLANNING Teachers use an interactive lesson planning model for 3 groups. Allows teachers to plan activities, objectives, and assessments concurrently or in varied orders. Each objective can address several activities and assessments. The lesson, theme, or goal as determined by the textbook or standards are the common elements.

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PLANNING: CO-PLANNING Figure 7.1

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PREPARING FOR CO-TEACHING Usually occurs for a set period of time You need to discuss: Views on teaching Rules and routines during co-teaching Grades Roles Informing parents Schedule planning (at least 1 hour weekly)

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APPROACHES TO CO-TEACHING Teach and Monitor One teacher takes responsibility for teaching one monitors performance. Parallel Teaching Both teachers teach to smaller groups of the class. One could take advanced, one could take struggling learners. Station Teaching Teaching happens through stations, teachers sit at designated stations. Team Teaching Both teachers teach.

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DESIGNING CURRICULAR ADAPTATIONS COLLABORATIVELY Curriculum adaptations should be appropriate without reducing objectives. All students are tested on the same things, regardless of their disability. National Instructional Materials Accessibility Standards (NIMAS) First time established cost effective means for instructional materials for print disabled children

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BENEFITS OF RESPONSE TO INTERVENTION Data-based method that lets co educators know what is working and what is not working Reduces the number of children referred for special education Most importantly it allows students who have fallen behind, or are delayed, to catch up

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ADDRESSING MISBEHAVIOR COLLABORATIVELY Functional Behavior Assessment- decide the function of a behavior and a way to address it Behavior Intervention Plans- extension of the FBA, the BIP contains the details of the intervention strategies that address the unwanted behavior Use IEP information collaboratively: Provide highlights of the IEP to general education teachers in a format that is useful to them but does not violate the students rights IEP at a glance and IEP snapshots

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MAKING MODIFICATIONS Adapted outcomes- in this case you might reduce the number of practice problems or highlight key passages in a text for the student Functional outcomes- for students with severe cognitive challenges goals may focus on social/behavioral development, language, self-help etc. Primary reasons for inclusion in the class is for students to participate in the social context and culture of the group. Enhanced outcomes- Adapt your curriculum so that gifted students continue to be challenged.

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PLANNING REMEDIAL INSTRUCTION Often overlooked because so much effort is put forth in other areas Hard to make time for remediation in the regular school day. Special educators and co teachers should develop a plan for tutors to easily follow (Para-educator, peer tutor, volunteer) Special educators may also support general education teachers in remediation by teaching study strategies and classroom survival skills or adapt tests and other text material Special educators should also assist in monitoring student progress and continuing to monitor it

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7 CRITICAL COMPONENTS OF SUCCESSFUL PEER TUTORING 1. Provide highly structured lesson format for tutors to use 2. Use content that correlates to classroom content 3. Use a mastery model 4. Schedule sessions frequently (30 min daily for elementary and one hour for secondary) 5. Provide tutor training and supervision, also provide your tutors with feedback 6. Keep data on instructional objectives 7. Carefully select peer tutors with learners

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TEACHING STUDY STRATEGIES AND SELF ADVOCACY Students with difficulties show improvement when they have been taught strategies for how to use information presented in the classroom Students should be taught how to communicate their special needs to teachers, employers and others (form on page 249)

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BENEFITS OF RESPONSE TO INTERVENTION Data-based method that lets co educators know what is working and what is not working Reduces the number of children referred for special education Most importantly it allows students who have fallen behind, or are delayed, to catch up

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ADDRESSING MISBEHAVIOR COLLABORATIVELY Functional Behavior Assessment- decide the function of a behavior and a way to address it Behavior Intervention Plans- extension of the FBA, the BIP contains the details of the intervention strategies that address the unwanted behavior Use IEP information collaboratively: Provide highlights of the IEP to general education teachers in a format that is useful to them but does not violate the students rights IEP at a glance and IEP snapshots

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MAKING MODIFICATIONS Adapted outcomes- in this case you might reduce the number of practice problems or highlight key passages in a text for the student Functional outcomes- for students with severe cognitive challenges goals may focus on social/behavioral development, language, self-help etc. Primary reasons for inclusion in the class is for students to participate in the social context and culture of the group. Enhanced outcomes- Adapt your curriculum so that gifted students continue to be challenged.

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PLANNING REMEDIAL INSTRUCTION Often overlooked because so much effort is put forth in other areas Hard to make time for remediation in the regular school day. Special educators and co teachers should develop a plan for tutors to easily follow (Para- educator, peer tutor, volunteer) Special educators may also support general education teachers in remediation by teaching study strategies and classroom survival skills or adapt tests and other text material Special educators should also assist in monitoring student progress and continuing to monitor it

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SEVEN CRITICAL COMPONENT OF SUCCESSFUL PEER TUTORING 1. Provide highly structured lesson format for tutors to use 2. Use content that correlates to classroom content 3. Use a mastery model 4. Schedule sessions frequently (30 min daily for elementary and one hour for secondary) 5. Provide tutor training and supervision, also provide your tutors with feedback 6. Keep data on instructional objectives 7. Carefully select peer tutors with learners

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TEACHING STUDY STRATEGIES AND SELF- ADVOCACY Students with difficulties show improvement when they have been taught strategies for how to use information presented in the classroom Students should be taught how to communicate their special needs to teachers, employers and others (form on page 249)

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COLLABORATING AND CO-TEACHING FOR STUDENTS WITH HIGH ABILITIES Majority of states include education of gifted students in their special education mandates and regulations. Collaborating co-educators must find ways of working together to provide the learning challenges and intellectual stimulation needed by the very able. Good teaching practices require educators to make every effort to maximize the achievement of all students. No Child Left Behind or No Child Held Behind

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CHARACTERISTICS OF LEARNERS WITH HIGH APTITUDE AND TALENT How can you identify exceptional ability and talents? Checklists and interest inventories Checklists Pg. 256 (Figure 7.6) Reflects high mental processes, learning styles, and performance styles Interest Inventories Can be used before or after identification Contains information about needs and wants of student Discusses learning goals and aims for achievement

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CURRICULAR NEEDS OF LEARNERS WITH HIGH APTITUDE AND TALENT Characteristics + Needs = Curriculum Implications Tailored curriculum (one size CANNOT fit all): 1. Release from repetition of material already learned 2. Removal of ceilings on prescribed curriculum 3. Flexible pacing 4. Engagement in self-directed learning

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ACCELERATION OR ENRICHMENT? Enrichment: curricular content that accelerates student learning. Curriculum that enriches will be accelerative. *The key is flexible pacing that stimulates and challenges exceptionally able minds.

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CO-EDUCATORS ROLES FOR STUDENTS OF HIGH ABILITY AND TALENTS Between general education and gifted education you should 1. Facilitate balancing equity and excellence 2. Reinforce the reality of shared goals, richer curriculum content, and robust learning experiences. 3. Maximize strengths of both generalists and specialists to the benefit of the school and students you serve.

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ROLES OF General Classroom TeachersGifted Program Facilitators Delivering curriculum content Understand the needs, characteristics, and curricular implications of high learning ability students Learning environment that promotes high ability Curriculum compacting Coordinating alternative learning activities Gathering resources Designing responsive learning programs that are challenging Consultant with general ed. Teacher Record student achievement

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ETHICS FOR CO-TEACHING STUDENTS WITH EXCEPTIONAL LEARNING NEEDS Not all teachers want to co-teach or may be uncomfortable with the idea All accommodations and ideas should be credited to those teachers who came up with them Teachers may change roles during a lesson or unit for a new perspective When teachers are more enthusiastic for learning, it creates a better environment Students want a voice in their learning, parents are more supportive

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TIPS FOR COLLABORATIVE PLANNING AND TEACHING Co-teaching requires careful planning. Planning time must be built into the restructured school day. Co-teachers will want to discuss their philosophies about teaching. When co-teaching, clarify classroom rules and procedures such as routines for leaving the room, discipline matters, and division of chores such as grading or making bulletin board. Devise a way to keep track of individuals who are providing services for students so that monitoring does not become a problem. Rather than just telling classroom teachers about materials modification, show them. Give some examples or do one for them.

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Request demonstration lessons from classroom teachers featuring their most outstanding teaching techniques. Offer to retype a test for a teacher (to double space, type in large print, or organize it differently) for use with any student who has a learning problem. Before ordering computer software, have students try it out first. This gives them an opportunity to be consultants for teachers and cultivates student ownership in educational planning and evaluation. When preparing and distributing materials for classroom use, dont just drop them off and run. Help the teacher or student get started, and stay awhile to see how it goes. Keep a supply of materials to send to classrooms for students who need reinforcement, even those with whom you dont work who could benefit.

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Have a favorite dozen or so of successful strategies available for demonstration teaching or sharing. Be understanding of classroom teaches daily trials with some mainstreamed students. Celebrate with classroom teachers even the smallest student progress. Talk with school librarians and public librarians, asking them to order books and periodicals about needs of students that would appeal to families and community members. Give them the name, author, publisher, and if possible, the ISBN. Drop off samples of periodicals such as Educational Leadership, Phi Delta Kappan, Early Childhood Today, Journal of Emotional and Behavior Disorders, Journal of Learning Disabilities, and Gifted Child Today at offices of pediatricians, obstetricians, and dentists for their waiting rooms. If possible, briefly visit with the medical staff about potential value of these materials to families and community members. Build networks of interaction among school personnel, parents, and community members who could serve as tutors, monitors, mentors, and independent study facilitators for special needs.