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Communicating and Collaborating with Other Professionals and Families
Sped 518: Survey of the Exceptional Learner
Fall 2011
Portland State University
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-2
Agenda Break up into groups of three. Review what you learned about the
students in your class from doing the class profile.
How did this knowledge change your practice?
Presentation on Co-Teaching Discussion on Autism
Video What You Can Do in the Classroom
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-3
"Fairness is not giving everyone the same thing. Fairness is giving each person what they need to succeed."
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-4
Background
General educators are more receptive to change when they have background knowledge and a chance to participate in the decisions rather than being given a special education mandate to follow.
Steele, Bell, & George, 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-5
Background (cont.)
Special educators have developed a tendency to “own” students on individualized education plans (IEPs), which decreases the “voice” and participation of classroom teachers in collaborative problem solving.
Steele, Bell, & George, 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-6
Collaborating with Other Professionals
Consultation “a voluntary process in which one professional assists another to
address a problem concerning a third party” (Friend and Cook, 2007)
Collaboration “Interpersonal collaboration is a style for direct interaction between at
least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal” (Friend and Cook, 2007)
Co-teaching “two or more professionals jointly delivering instruction to a diverse,
or blended, group of students in a single physical space” (Friend and Cook, 2007)
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-7
Five Step Procedure for Peer Collaboration
1. Initiation or facilitation
2. Clarifying questions
3. Summarization
4. Interventions and predictions
5. Evaluation
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-8
Ways to Resolve the Need for Resources Needed for Collaboration
Administrators designate a common time for collaborating professionals
School boards pay professionals for one extra time period each week to collaborate or meet with parents
School districts provide early dismissal for students one day a week so team members have a common planning time
Teachers schedule brief focused planning periods with one another
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-9
Collaboration Issues and Dilemmas
Concerns about co-teaching
Student ownership
Individual versus class focus
Content versus accommodation
Real world versus student’s world
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-10
Where to Begin: Building Bridges
Walking across the bridge, leaving the familiar ground of working alone, is the first act of collaboration. All parties are in neutral territory, with the security of knowing they can return to land better, stronger, and changed. And perhaps they will return to the same side of the bridge even though they started from opposite sides.
Steele, Bell, & George, 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-11
Collaboration Won’t Just Happen
Deliberate Structured Systematic Ongoing
Steele, Bell, & George, 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-12
Why Won’t it Just Happen? General educators begin with the
curriculum first and use assessment to determine what was learned.
Special educators begin with assessment first and design instruction to repair gaps in learning.
No wonder we are talking different languages.
Steele, Bell, & George, 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-13
Limitations and Potential Drawbacks Co-teaching is not easy to maintain in
schools. There may not be enough special
educators for a co-teaching program. Co-taught classrooms may be
disproportionally filled with students with disabilities.
Special educators can function more as a teaching assistant than as a co-educator.
Friend & Cook, 2003
Effective Co-Planning
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-15
VIDEO: Co-Planninghttp://www.youtube.com/watch?
v=g8ENwz8g8t4
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-16
Pre-Planning Co-teaching requires thoughtful
planning time. Administrative support is essential. Here is where the alignment of
special and general education occurs
Make this time as focused as possible
Take turns taking the lead in planning and facilitating
Murawski & Dieker, 2004; Dieker, 2002
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-17
Provide Weekly Scheduling Co-Planning Time
Co-teaching teams should have a minimum of one scheduling/planning period (45–60 minutes) per week.
Experienced teams should spend10 minutes to plan each lesson.
Dieker, 2001; Walther-Thomas, Bryant, & Land, 1996
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-18
Weekly Co-Planning Effective weekly
co-planning is based on regularly scheduled meetings,rather than “fittingit in.”
Important to stay focused Review content in advance of
meeting Walther-Thomas, Bryant, & Land, 1996
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-19
Weekly Co-Planning (cont.) Guide the session with the
following fundamental issues: What are the content goals? Who are the learners? How can we teach most effectively?
Walther-Thomas, Bryant, & Land, 1996
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-20
Two Stages of ClassroomCo-Planning
1. Getting to know each other2. Weekly co-planning
Walther-Thomas, Bryant, & Land, 1996
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-21
Getting to Know Each Other Consider completing a teaching
style inventory Compare how each of you prefers to
structure assignments, lessons,classroom schedule, etc.
Example http://www.longleaf.net/
teachingstyle.html
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-22
Effective Classroom-Level Planning Co-teachers should show a shared
commitment and enthusiasm. Both teachers’ names should be posted
on the door and in the classroom. All meetings and correspondence with
families should reflect participation from both co-teachers.
Skilled planners trust the professional skills of their partners.
Walther-Thomas, Bryant, & Land, 1996
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-23
Effective Classroom-Level Planning (cont.) Effective planners design learning
environments for their students and for themselves that demand active involvement.
Effective co-planners create learning and teaching environments in which each person’s contributions are valued.
Effective planners develop effective routines to facilitate their planning.
Planning skills improve over time.Walther-Thomas, Bryant, & Land, 1996
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-24
Defining Co-Teaching
Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space.
Cook & Friend, 1995, p. 1
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-25
Video: Co-Teaching
http://www.youtube.com/watch?v=DkY2D-f3JNo&feature=related
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-26
Co-Teaching Co-Teaching
Occurs when general and special education teachers work together to coordinate curriculum and instruction to teach heterogeneous groups of students.
Lesson co-teaching Co-Planning
Long-range co-planning Lesson co-planning
Grading Questions about grading at various grade levels General v. special education students
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-27
What is Co-Teaching Two (or more) educators or other certified staff Contract to share instructional responsibility For a single group of students Primarily in a single classroom or workspace For specific content (objectives) With mutual ownership, pooled resources, and joint
accountability
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-28
Why Co-Teach Co-teaching is one way to deliver services
to students with disabilities or other special needs as part of a philosophy of inclusive practices. As a result, it shares many benefits with other inclusion strategies, including a reduction in stigma for students with special needs, an increased understanding and respect for students with special needs on the part of other students, and the development of a sense of heterogeneously-based classroom community.
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-29
Regular Class Special TeacherOne Teach / One Monitornew students Data Collection
Present Instruction and check for understanding
Circulate, observe, collect data
One Teach /One AssistProximity controlIndividual Assistance
Present Instruction and check for understanding
Monitor and assist students
Parallel Teaching- same contentReduce t/s ratioIncrease interactionsDivide studentsTeach to different learning styles
Instruct part of class and check for understanding
Instruct part of class and check for understanding
Center TeachingSkill practice
Instruct small group Instruct small group
Alternative Teaching- modified lesson or assistanceWorkshops
Instruct large or small group Instruct large or small group
Supplementary TeachingAddressing Student Skill Deficits
Manage Classroom or Instruct Small Group
Manage Classroom Instruct Small Group
Team TeachingDirect InstructionCooperative GroupsNew Content
Present Instruction with a partner to the whole group
Deliver instruction to whole group with a partner, take notes, create visual graphic organizer, Illustrate content, present alternative method of problem solving.
29
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-30
Station Teaching Divide and Concur
Students rotate around stations
30
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-31
Station Teaching Advantages
Separate responsibilities
Both teachers are active and equal
Low student-teacher ratio
Disadvantages Noise level
Lots of movement
Does the order matter?
Pacing
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-32
Parallel Teaching Joint planning
Slip the class into two heterogeneous groups
Diversity in both groups
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-33
Parallel Teaching
Advantages Lower student-
teacher ratio
Teach in two groups and bring together for discussions
Joint planning
Disadvantages Joint planning Cannot be used
for initial instruction
Noise level Lots of movement Pacing
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-34
1 Teach, 1 Observe 1 professional
instructs, 1 professional observes & collects data
Roles should not be static
Teachers should create systematic method for taking down observations 34
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-35
1 Teach, 1 ObserveAdvantages Requires little Joint
Planning Time
Allows both teachers to focus attention, rather than spreading selves to thin
Separate Responsibilities, less conflict with teaching style
Disadvantages If used
exclusively, can lead to one teacher being seen as the “assistant”
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-36
Alternative Teaching Small Group of
students receive separate instruction
Teachers’ roles should not be static
Small Group membership and composition should be fluid
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-37
Alternative TeachingAdvantages Students can receive
highly intensive instruction within general education classroom
Students have opportunity for more small group/1:1 interaction with teachers
Allows for peer modeling – having positive class models work alongside of students with behavior disorders
Disadvantages Students with disabilities
may be stigmatized because of being frequently pulled into small group
If students are given opportunity to come to back table for assistance, many students in need of assistance may not come for fear of being embarrassed
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-38
Teaming Both teachers are
responsible for planning and share in the instruction of all students.
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-39
TeamingAdvantages Both educators have equal
status. Teachers can play off of
each other (role play, trade ideas during instruction, one can speak while the other models.)
Results in a synergy that enhances students participation (and also invigorates professionals)
Disadvantages Requires a great level of
trust and commitment Requires a lot of planning Teaching styles must mesh
(if teachers differ in their use of humor, pacing or instructional format the “flow” of the lesson in often unsuccessful.)
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-40
One Teaching, One Assisting One teacher teaches
while the other supports in instructional process
40
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-41
One Teaching, One Assisting
Advantages Requires little joint
planning Gives a role to
special services provider if they do not feel competent in the subject area
Disadvantages Sometimes becomes the sole or
primary co-teaching approach when planning time is scarce.
Teacher probably takes the lead role and the special services provider becomes the assistant (special services- denied an active teaching role, undermines credibility)
Assisting teacher can become a distraction (both visually- walking around and auditory- whispering)
Risk of students becoming dependent learners
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-42
Co-Teaching Advantages Lower teacher – student ratio Classroom of diverse learners Teachers can respond effectively to varied needs of
students Another professional can provide different viewpoints and
more ideas for instruction. Teachers can be motivational for one another. Co-teaching can positively affect the general educator’s
instructional behavior.
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-43
Barriers/Disadvantages to Success Lack of administrative support Lack of shared planning time Need for in-service training Personality matches – the relationship between co-teachers
is critical to success. Misguided perceptions and / or lack of communication Poorly defined roles / unclear expectations Dividing the class based on SPED and non-SPED students
Scheduling Co-Teaching
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-45
Collaborative Scheduling
Collaborative Scheduling A Collaborative Scheduling B Collaborative Scheduling C
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-46
Collaborative Scheduling A Special educator divides teaching
time between two different classes in the same day.
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-47
Advantages of Collaborative Scheduling A
Enables students with disabilities to access a broader range of general education classrooms, including AP and honors
Ensures the availability of direct support from a special educator for critical parts of the instructional programs
Improved ratio of students with disabilities to students without disabilities
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-48
Challenges of Collaborative Scheduling A
Requires effective consulting skills on the part of the special educator
Larger danger that the special educator will not be seen as an equal partner to the general educator
Could possibly disrupt the class routine Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-49
Collaborative Scheduling B The special educator divides time
between two different classes. The involvement of the special
educator varies by days of the week, not within classes in the same day.
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-50
Advantages of Collaborative Scheduling B Advantages are similar to
Collaborative Scheduling A. Co-teachers report an ability to
implement a full range of co-teaching models because of the planned involvement of both teachers in complete classes on certain days ofthe week.
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-51
Challenges of Collaborative Scheduling B Challenges are similar to
Collaborative Scheduling A. Teachers need to be cognizant of
the presence of two teachers on only certain days of the week.
Students with specific support and accommodation requirements have to be well aligned to the schedule.
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-52
Challenges of Collaborative Scheduling B (cont.) Requires general educator to be able to
implement IEP requirements in the absence of the special educator
Special educator burnout is an issue because of the greater demand of knowledge of the general education curriculum.
Requires supervisory judgment regarding which teachers can effectively plan and implement this model
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-53
Collaborative Scheduling C The special educator serves as a
resource to the interdisciplinary team.
His/her schedule is established weekly on the basis of instructional activities.
Requires the greatest amount of flexibility and planning by an interdisciplinary team of teachers
Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-54
Advantages of Collaborative Scheduling C
Special educator is present when needed most for instructional support.
Instructional need dictates the cooperative teaching role, not the calendar or time of day.
Most responsive to students’ needs and schedules. Walsh & Jones, 2004
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-55
Challenges of Collaborative Scheduling C
Requires the highest degree of planning and buy-in by a team of teachers
Walsh & Jones, 2004
Co-Teaching Scenarios
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-57
Activity Directions Each group will read and discuss
their scenario. Be prepared to report back to the
group with a summary of the scenario, including: Comments about pros and cons Personal insight into why the example
was a positive or negative experience for the co-teachers
Upper Elementary andMiddle School Earth Science
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-59
Working Relationships Elementary team volunteered;
middle school team was assigned. Both teams were upbeat and able
to interject appropriately during the lesson and displayed mutual respect.
Both teams indicated a genuine trust and respect for their partners.
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-60
Strengths as Motivators Both teachers on both teams
claimed ownership for all of the students who were enrolled.
Teachers emphasized importance of enthusiastic teaching while maintaining effective behavior management.
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-61
Time Allocated forCo-Planning Elementary team did not have time
allocated for co-planning: Met before/after school and at lunch Because they enjoyed each other’s
company, lack of scheduled co-planning time did not appear to be a barrier to effective instruction.
Mentioned that it would have been easier ifthe administration had allowed them time forco-planning
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-62
Time Allocated forCo-Planning (cont.) Seventh-grade team had a
common free period for planning during which time they could: Review where they were in the
content Determine what needed to be
coveredand by when
Develop optimal ways to present information and complete activities
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-63
Appropriate Curriculum
Both teams used a hands-on,activity-based approach to instruction: Made content more concrete Lessened the language and literacy
demands of tasks
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-64
Appropriate Curriculum (cont.)
Activity-based instruction lends itself very well to co-teaching: Teachers can share more equitably in
instruction. In fact, teachers appear to be more
likely to share instruction in a hands-on approach.
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-65
Effective Instructional Skills Both teams used effective
instructional skills: Framework of daily review,
presentation of new information, guided and independent practice activities, and formative review
Effective classroom management, including good behavior as a prerequisite for participation in activities, such reinforcers as positive comments, and tangibles
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-66
Disability-Specific Teaching Adaptations Both teams planned for individual
student performance within the unit and how to handle individual differences: Reduced language and literacy
requirements Special educator worked with
students who required adaptations.Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-67
Disability-Specific Teaching Adaptations (cont.)
Seventh-grade team used PowerPoint presentations for supplemental review.
Special educator adapted tests by reducing amount of written language in questions.
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-68
Expertise in the Content Area
In fourth grade, both teachers deferred to each other during instruction so all students would benefit: Teachers frequently exchanged roles
as presenters.
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-69
Expertise in the Content Area (cont.) In seventh grade, the division between
the content and the adaptation experts was more pronounced: General educator appeared to have an
advantage over the special educator with respect to content knowledge.
Special educator viewed this as an advantage (i.e., giving him/her an opportunity to learn the curriculum).
During lessons, special educator more frequently assumed the role of assisting individuals and small groups than the general educator. Mastropieri et al., 2005
Middle School Social Studies
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-71
Co-Planning Both teachers had allocated
planning time; however, this was also their individual planning time.
One period per week was allocated for co-planning. Planned for: Curriculum issues (in general),
scheduling for curriculum sequence, and types of assignments and activities
Ways to divide the teaching responsibilities
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-72
Co-Planning (cont.) Lack of planning was an obstacle to
co-teaching Resulted in lessons that were too advanced
for all students Left one of the team members feeling
trapped in an unworkable situation As tensions mounted, teachers began to
split the class into two small groups and moved them into separate rooms for many of the activities. Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-73
Teaching Styles Each teacher had a distinct style of
instruction: One teacher was very relaxed and casual;
the other was more structured and formal. In the beginning, these styles seemed to
complement each other. Students appeared to adapt to the
differences in styles and expectations. As the year progressed, the extreme styles
contributed to the deterioration of the team.
Mastropieri et al., 2005
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-74
Behavior and Classroom Management Little structure was in place in the
beginning. No specific class behavior rules were
posted. Teachers implied that schoolwide
behavior policies were the expectations for the class.
The loosely structured classroom behavior structure suited one teacher but not the other. This was a contributing factor to the eroding
of the team—the final straw.
Mastropieri et al., 2005
Working with Families
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-76
Working with ParentsParents Rights in the Educational Decision-Making Process
Parents should be notified and their permission obtained before identification, evaluation, and placement of child
Parents may request an evaluation when they think child needs special education or related services
Parents may request an independent evaluation at public expense when they disagree with the school evaluation
Parent may request a reevaluation when they think their child’s placement is no longer appropriate
Parents may request their child to be tested in his or her primary languageParents may participate in development of the an IEP or IFSP
Parents may request a due process hearing to resolve differences
Parents should be informed of child’s progress at least as often as parents of children without disabilities
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-77
Family Collaboration
Two forces contributing to increased engagement of parents and family Increased parent advocacy Research on the impact of family involvement
Over representation of minorities Home-school communication is a two-way
street
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-78
Six Factors of Successful Partnerships
Communication Commitment Equality Skills Trust Respect
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-79
Family Adjustment:Five Categories of Needs of Families
Information exchange Consumer and advocacy information Home/community program
implementation Counseling, therapy, and consultation Parent-coordinated service programs
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-80
Planned Conferences: Preparation
Review the student’s materials, grades, and work progress
Meet with and learn the perspectives of other professionals who work with student
Review the student’s folder, portfolio, and previous assessment information
Obtain samples of student’s most recent work Make an outline of topics to discuss
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-81
Parent Conference Considerations
Considerations:
Welcome parents and make them feel comfortable
Review the outline and ask parents for other items to discuss
Begin and end with positives about the child
Try not to use technical language that would intimidate or insult parent
Communicate any concerns in straightforward and sensitive manner
Solicit parent reactions and recommendations to address concerns
Summarize any decisions or plan made at the end of the conference
Set a target date for follow-up
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-82
Unplanned Conferences
Avoid temptation to resolve complex issues in an impromptu meeting
Arrange a time to discuss parent’s concerns in a more appropriate setting
Teaching Students Who are Exceptional, Diverse, and At Risk in the General Education Classroom, 5eVaughn, Bos, & Schumm - ISBN 0137151829
© 2011 Pearson Education, Inc.All Rights Reserved.3-83
School-to-Home Communication Beginning of year letter or bulletin “Good News” notes Student-written learning logs Weekly and monthly calendars Newsletters Phone calls Email Face-to-face conferences Websites Classroom web pages Parent interviews or surveys