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Co-teaching in the inclusive classroom

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Annelise Diedrich

on 14 November 2016

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Transcript of Co-teaching in the inclusive classroom

Making It Work!
Why Inclusion?
Tips & Tricks
Our Journey
What Co-teaching Looks Like
the inclusive classroom
Why Inclusion?

Our Journey
Making It Work!
Tips & Tricks
What Co-teaching Looks Like
What will we be talking about today?
Belonging with age appropriate peers in a general education classroom
80% or more of the day in general education
Access to the gen. ed. curriculum and activities
Everyone grows and benefits
Flexible supports
Safe and inclusive environment
Special education is a supports system NOT a place

What is Inclusion?
Benefits of Inclusion
Encourages acceptance of everyone
Permits access to general education and Common Core curriculum
Eliminates assumptions
Discourages the enabling of students with disabilities and learned helplessness
Prepares all students for adult life in an inclusive society
ALL students benefit socially AND academically

Types of Co-teaching
students divided into equal groups, each teacher provides same instruction but may differ instructional strategies

where a general education teacher and a special education teacher deliver core and specialized instruction to a diverse group of students



requires educators to make joint instructional decisions and share responsibilities and accountability for student learning.
Parallel
Support & Lead
one teacher takes primary responsibility for teaching content while the other circulates and assists
Station
teachers divide content and students rotate
TEAMING
two teachers... one brain
Co-teaching is...
Co-teaching...
SWD pulled out from Gen. Ed. room for Reading, Language Arts, & Math

Different curriculum

Para in some classrooms with SWD

Gen. Ed. leads class, Spec. Ed. supports

Mainstreaming: SWD belongs in Spec. Ed. & goes to Gen. Ed. (visitor)

SWD in Gen. Ed. classrooms with support

Same curriculum

Paras utilized in Reading, Language Arts, & Math THEN, if schedule allows, utilized in other classes

Collaborative relationship b/w Gen. & Spec. Ed. Teachers planning, teaching, classroom management

Inclusion: SWD belongs in Gen. Ed. & receives support & services from Spec. Ed.

THEN...
MEOW...
DISCUSS
What's going well?
What changes have you noticed in the classroom?
(Think-Pair-share)
Accommodations
VS.
Modifications
tools & procedures that provide equal access to instruction and assessment for SWD--intended to lessen the effects of a student's disability-- not intended to reduce learning expectations
Peer Supports
Peer tutors or assistants in the classroom-- utilized to improve or assist interactions and engagement of student with disabilities in the classroom
increases independence from teachers and paraprofessionals-- shift in roles
improves social relationships
peer support is frequent, ongoing, accessible, and flexible
peer support selection done by SWD
peer supports need training, ongoing feedback, and/or teacher guidance

Differentiation
What has worked for us?
Determining student learning styles
Choice projects
Student movement
Utilizing iPods and Chromebooks
Student Choice: group VS. independent work, technology VS. no technology
Varying teaching styles and information delivery/attainment
Accommodations
Modifications
changing, reducing, or lowering learning expectations-- can increase gap between achievement of SWD and students at grade level
Accommodation
ideas
Assistive Technology (speech-to-text, text-to-speech)
Copies of notes
Preferential Seating
Fidgets, Movement
Extended time
Test options (small group, alternative time, on computer read aloud, etc.)
Type VS. Write
Study guides, note cards, outlines
Oral directions
Large font
Changing Your Thinking
Change written and oral language when corresponding with each other, students, colleagues, and parents-- "We" "Our"
Communication
Consistent Expectations
Do as we say...
and as we do :)
Common Planning Time
Staying in Touch
Know expectations and carry them out
"Can I go get a drink of water?" [EYE CONTACT] "No."
At least once a week
Create an agenda-- what will be accomplished?
E-mail, chat during passing time, wine nights... whatever works for both of you!
Watch your Language
SHARing is caring
Instruction, planning, grading, classroom management
Leave the judging to judy
Support each other
Keep an open mind
Don't take things personally-- Don't make assumptions
You know what they say about assumptions...
Rotate around the room-- orbit your co-teacher
Ask questions you know the answer to-- paraphrase or restate concepts
Show respect for each other and for all students
Work with all students
Be flexible and understanding-- nothing is set in stone
Develop your own non-verbal communication with each other
Questions?
Final Thoughts?
Standing Ovations?
The Dating Scene

The Engagement

The Wedding

The Marriage
Defining the terms of the relationship
Matchmaker, Matchmaker
Committing to the relationship-- Are we ready to date?



Getting to know your partner
Who will do the laundry?
Registering for the wedding
Discussing the future-- are we ready to get engaged?
For better or worse
For richer or poorer
Quality time together-- Are we ready to get married?
Do we have a successful marriage?
If you like it...
teachers
STOP!
Collaborate & Listen...
What does inclusion look like in your classroom?
STOP!
Collaborate & Listen...
What styles of co-teaching are utilized in your district?
Which styles work the best for you?
Target Time
STOP!
Collaborate & Listen...
STOP!
Collaborate & Listen...
What types of accommodations have been successful in your classroom?
STOP!
Collaborate & Listen...
What works for you?
It's SCENARIO TIME!
It's SCENARIO TIME!
Full transcript