Overview of Special Education Concept Map

Works Cited

Vaughn, S., Schumm, J.S., & Forgan, J.W. (1998). Instructing students with high-incidence disabilities in the general education classroom. Curriculum Handbook.

Retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Instructing_Students_With_High-Incidence_Disabilities_in_the_General_Education_Classroom.aspx

Educational Impact (2010). Embracing a permanent two-teacher solution [Video file]. Retrieved from Educational Impact website:

https://www.educationalimpact.com/programs/programs/activity/IncBreak_02c_02/

Holden, S. (2014, June 10). Transitioning From College to Classroom Using Co-Teaching Programs [Video file].

Retrieved May 13, 2016, from http://www.instantpresenter.com/WebConference/Recording

Positive implication: more individualized instruction, and this is excellent for our special education students.There is more control of the students and less behavior problems.

Negative implication: collaborative planning what imply lots of time. And also we need two teachers strong in the same material.

• “Parallel teaching”: a class is divided in half and each teacher is presenting the same material.

Positive implication: there is minimal coordination between the two teachers. There is no interruption in the delivery of the lesson. This will help our special education students to be more focus in the classroom.

Negative implication: the observing teacher could be having disciplines problem with the students because they can see him as the teacher who doesn't control the class since he just is observing.

• The last one is called “duet”. In this strategy the two teachers share the presentation, so both of them are experts in the subject. It is very important that the two of them are synchronized.

• “One teach, One observe”: In this model one teacher does all the teaching. The other one walks around.

• The third strategy is “speak and add”. In this one, there is one teacher who does the 80% of the lesson while the other one just add (20%) something according to their expertise.

Positive implication: the presentation could be more attractive to the students since there are two people running the lesson. This is good for are special education students since they need extra motivation to get new concepts.

Negative implication: the extra time the two teachers will dedicate for the preparation. Also, it is very important that these teachers have the same teaching style so the presentation goes smooth for the students.

Inclusion:

It is when a student with a disability it is placed in a general education classroom. All the services that he or she needs it will be offered in the general education classroom.

Positive implication: the deliver is not interrupted. Like the one before, it will help are special education students to stay focus. Negative implication: the two teachers are not being used fully. And the assist teacher can be seen as only as disciplinary.

Positive implication: the students will benefit from teachers' expertise what it could imply better quality lessons.

Negative implication: when none of the teacher is an expert or when both are experts at the same time. This strategy needs good relationship between the teachers.

• “One teach, One assist”: In this model, one teach and the other one helps with the behavior, or assists individual students when it is needed.

According to the Educational Impact video there are different models or styles of co-teaching education.

The inclusion model is done with two teachers in the classroom (co-teaching): the general education teacher and the special education teacher. There are different styles of how the two teachers work together.

According to the Transitioning From College to Classroom Using Co-Teaching Programs video there are 6 models of co-teaching:

• The first one is "speak and help". In this one the main teacher does the lesson while the other one walks around observing who does not understand the concept.

Positive implication: the teacher gets instantaneously feedback about which students are not getting the concept.

Negative implication: the students can get distracted with another person walking around, even if that person is not interacting with them.

Positive implication: the possibility of differentiation. There is less behavior problem in the smaller group. Again, differentiation is what special education students need and even better when they are receiving this differentiation in a general education classroom.

Negative implication: if we select always the same students for the smaller group they can be stigmatized. Also if the small group is always formed by the special education students, it can reduce the efficacy of inclusion.

• Alternative teaching: one teacher is teaching the lesson to a larger group, the other one is teaching the same lesson to smaller group.

Positive implication: the two teachers can work independently. The two groups are exposed to the same materials, and groups can be differentiated by levels. Our special education students can get more personalize instruction.

Negative implication: good timing between the two teachers, and management of the students as they work independently.

• The second strategy is "speak and chart". In this one, the main teacher talks while the other one is on a side taking notes. This teacher is being a model to the students of how taking notes. Something very important because it is a strategy they will use constantly during their education years.

• “Station teaching”: each teacher is responsible for a portion of the lesson or a complete lesson. Students are divided in two groups. The teacher will deliver the lesson to one group after the other.

Positive implication: The teacher is being a model to the students of how taking notes. Something very important because it is a strategy they will use constantly during their education years.

Negative implication: The students have to pay attention to two teachers. This can distract the students. I believe for some special education students can be too much at the beginning, and they may need sometimes to get used to it.

Positive implication: two teachers are giving input on specific material. Also both teachers are respected by the students. Our students come benefit from this model because both teachers are experts and they can offer better instruction to our special education students.

Negative implication: it is needed rapport between the two teachers, and it is required common planning time.

• Tag teaching: both teachers deliver the lesson together. Each teacher is equally responsible in delivering his part of the material.

Overview of Special Education Concept Map

Maria Jose Carrera

SPED/525

Thomas Gamboa Jr., Ed. D.