Effective Inclusion Models What are they and how do I use them

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Effective Inclusion ModelsWhat are they and how
do I use them?

• District Wide Department Chair Meeting
• October 20, 2008
• Joell Sparks (Fitz Intermediate)
• Loan Sriruksa (7-12 Instructional Services)

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Why Are We Here?

• As more students in special education are
  mainstreamed and the number of inclusion classes
  continue to grow, it is important that department
  chairpersons are aware of the principles of the
  co-plan co-teach model and know what components
  to look for when and if you are asked to provide
  assistance.
• Co-teaching is the collaboration between general
  and special education teachers for all of the
  teaching responsibilities of all students
  assigned to a classroom. Two teachers work
  together to develop a differentiated curriculum
  that meets the needs of a diverse population of
  students. Teachers share the planning,
  presentation, evaluation, and classroom
  management.

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Getting StartedStages of Development

• 1. Forming Getting to know each other. What
  do I bring? Polite stage.
• 2. Storming Having honest expressions of
  differences. This is necessary to be effective.
• 3. Norming Rule development
• 4. Performing Working together effectively

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Learning From OthersCommon mistakes and
suggestions on how to overcome them

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Effective Models

• Lead and Support Model
• Duet Model
• Speak and Add/Chart Model
• Skills Group Model
• Station Teaching Model

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Lead and Support Model

• Teacher A Teacher B
• Primarily Shares in the
• responsible for delivery,
• planning a unit monitoring and
• of instruction. evaluation.

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Duet Model

• Teacher A Teacher B
• Both teachers plan and design instruction.
  Teachers take turns delivering various components
  of the lesson.

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Speak and Add/Chart Model

• Teacher A Teacher B
• Primarily Adds and expands with
• responsible questions, rephrasing,
• for designing and anecdotes recording
• delivering key information on charts,
  transparencies, or board.

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Skills Group Model

• Teacher A Teacher B
• Students are divided into 2-4 groups based on
  instructional level. Each teacher takes primary
  responsibility for planning for one or two
  groups. Instruction may take place in small
  groups or whole group with differentiated levels.

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Station Teaching Model

• Teacher A Teacher B
• Responsible Teaches a small
• for overall group specific skills
• instruction. they have not
• mastered.

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Think-Pair-Share

• What are some pros and cons to each model?

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Suggestions for Routine Involvement by SE teacher

• Taking charge of daily warm up/review, priming
  background knowledge
• Connecting new content to Big Idea Unit Overview
• Vocabulary Word Wall/notebook
• Cooperative Learning Process Specialist
• Creating/demonstrating models/examples of larger
  assignments or projects
• Modeling self-talk, self-instruction
• Directly teach and reinforce study skills

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Using the Models

• Each of the models of co-teaching can be
  effective in different classroom situations.
  Co-teachers have to determine which arrangement
  best suits the needs of their students in a
  particular situation. The models are meant to be
  flexible and used interchangeably.

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Questions? Ticket Out the Door

• Questions?
• Ticket Out the Door Evaluation Form

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Co-Planning Using BASE

• Big Ideas
• Analyze the difficulties
• Strategies
• Evaluation
• Hawbaker, B., Balong, M Buckwalter, S., Bock,
  S. (2001). Building a strong base of support for
  all students through co planning. TEACHING
  Exceptional Children, 33(4), 24-30.

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Big Ideas

• Big Ideas are those that represent major
  organizing principles, have rich explanatory and
  predictive power, help frame significant
  questions, and are applicable in many situations
  and contexts. (Carnine, Dixon, and Silbert 1998,
  p.95)
• What are the major concepts/skills in the unit
  that ALL students must learn?
• What are the major concepts/skills that will be
  most important in students future?

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Analyze the Difficulties

• What concepts/skills are likely to cause all
  students difficulty?
• What concepts/skills are likely to cause special
  needs students difficulty?
• What concepts/skills have caused difficulties for
  students in the past?

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Strategies

• Strategies go beyond explaining by giving
  students a structure to understand and remember
  the concept/skill
• Create a list of preferred strategies, make use
  of strategies already created by others
• Decide which strategy type would best teach each
  area of difficulty
• Assign team members the task of creating
  strategies

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Assessment Strategies

• Three levels of assignments (accommodated,
  regular, honors)
• Three levels of tests/quizzes
• Alternative assessments, including projects,
  incorporating student choice)

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Evaluation

• Did the process adequately support student
  learning? Consider all sources of student
  performance data and ask
• Were the big ideas identified accurately?
• Were the areas of difficulty predicted
  accurately?
• Were the strategies successful in teaching the
  material?
• Were the strategies effective and efficient for
  students and teachers?
• What could be done differently next time?