Co-Teaching in the Inclusive Classroom Presented by Cathy Torbik Supervisor of Special Education Inclusion Facilitator firstname.lastname@example.org
Warm - up • On your index card please complete the following statement: Co-teaching is like a…. Please briefly explain your statement. Be prepared to share you statement.
Why Inclusion? • FAPE (Free, Appropriate Public Education) • an educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit.
Special Education is a service, not a place, and the purpose of the service is to support learners in successfully achieving a general education. Patrick Schwarz From Disability to Possibility: The Power of Inclusive Classrooms
Inclusion is more than a set of strategies or practices, it is an educational orientation that embraces differences and values uniqueness that each learner brings to the classroom. Paula Kluth You’re Going to Love this Kid!
LINDENWOLD SELF-CONTAINED VS. IN CLASS SUPPORT ASK ASK results
Now we know why… So what is it that we are supposed to do?
Models of Co-teaching • One Teach / One Observe • One Teach / One Assist • Alternative Teaching • Parallel Teaching • Station Teaching • Duet or Team Teaching
Reflection • Take the perspective of being a student in a co-teaching classroom • How would you know if your teachers were collaborating? • What might they say to each other? • How would the work be divided? What are their roles? • How would students be arranged? Why?
Inclusion is NOT a strategy to help people fit into systems and structures which exist in our societies; it is about transforming those systems and structures to make it better for everyone. Inclusion is about creating a better world for everyone. Diane Richler
Best Practices in an Inclusive Classroom UbD Differentiation Rigor and Relevance Love and Logic UDL RTI Responsive Classroom Data to Drive Instruction ……
Common ICS Questions/Concerns • Who’s classroom is it? • Who’s students are they? • What about content? • What about tests? • What about grades?
A student with a disability is not removed from the age appropriate general education classroom solely based on needed modifications to the general education curriculum NJAC.6A:14-4.2(a)9
Teaming Stages • Forming • Storming • Norming • Performing What stage is your team in?
Getting to Know Each Other • Personally • Instructional Styles • Tolerance • Discipline
The Power of Teaching • If a child doesn’t know how to swim, we teach. • If a child doesn’t know how to read, we teach. • If a child doesn’t know how to multiply, we teach. • If a child doesn’t know how to drive, we teach. • If a child doesn’t know how to behave we . . . . . . Discipline Exclude Label ?
Your Classroom Management Profile Answer the questions using the 1 – 5 scale. (1= strongly disagree – 5 = strongly agree)
Scoring • Add your responses to statements as follows: • Statements 1, 3, 9 = your AUTHORITATIAN style • Statements 4, 8, 11 = your AUTHORITATIVE style • Statements 6, 10, 12 = your LAISSEZ-FAIRE style • Statements 2, 5, 7 = your INDIFFERENT style
What is your style? How does this effect your team? Your students? You?
While team members will undoubtedly come to the group with different levels of commitment to and understanding of inclusion, they should share some core values about learners, teaching and the school community if they are to reach all students successfully. Patrick Schwarz & Paula Kluth You’re Welcome: Collaboration &Teaming in the Inclusive Classroom
Your Charge Today • Complete Topics for Co-Teachers to Discuss • Review Classroom Management Styles • Get to know each other • Complete and turn in Workshop sheet • Begin planning First Day