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Why collaborate?
Collaboration: Increases instructional options Increases grouping flexibility in order to provide student with individualized instruction and diverse learning experiences Reduces stigma for children Increases professional support Meets the mandates of IDEA: Least Restrictive Environment
What are the essential elements for implementing collaboration that effectively supports student learning?
1. Respect of Knowledge/Skill
Recognition that each educator brings a set of knowledge and skills Both educators take an active role in supporting student learning Mutual trust in abilities How is this illustrated? What does a collaborative partnership look like when both educators mutually respect each others knowledge and skills?
4. Co-Accountability
Shared sense of responsibility to ensure access, involvement, and progress in the general education curriculum Joint implementation of accommodations Co-planning, co-preparation, co-evaluation
Classroom Scenario: Frederick (see Snapshot IEP) receives instruction in a general education setting. Currently, he is not earning a passing grade in his science class. His parents are concerned that he is not receiving the appropriate services.
How would a team demonstrating co-accountability respond to this situation? How would their response differ from a team that does not practice co-accountability?
General Educator
Special Educator
Consultation Model
Students are grouped heterogeneously. General Educator presents instruction and makes accommodations. Special Educator adapts instructional materials as needed according to students needs. Other services include assessment, observation, and planning meetings. Special Educators and General Educators make time to discuss students needs, services, and progress.
Consultation Model
Strengths Advance planning of instructional accommodations Flexibility in student scheduling Challenges Requires frequent communication Isolation and sense of separateness if this is the only model used
Collaborative Teaching
Students are grouped Collaborative Teaching Models heterogeneously. One Teaching, One Assisting Station Teaching General Educator Parallel Teaching and Special Educator Alternative Teaching collaborate in the Team Teaching same classroom
setting.
Consider having the general educator and special educator alternate roles between support teacher and lead teacher.
Station Teaching
Teachers divide instructional content into several segments and present the content in separate stations around the classroom. With two stations, the General Educator and Special Educator each teach their half of the content and then switch groups. Alternatively, both teachers may move between groups in order to provide support. If students are able to work independently with content, a third station may be established.
Station Teaching
Strengths
General Educator and Special Educator maintain equal status Co planning allows for both the General Educator and the Special Educator to provide input in their area of expertise
Challenges
This approach requires significant pre-planning in order to divide up the content The content in Station Teaching lessons cannot be dependent on the order in which content is being presented due to the student rotation
Parallel Teaching
General Educator and Special Educator plan instruction jointly, but each delivers instruction to a heterogeneous group consisting of approximately half the class.
Parallel Teaching
Strengths
Lowers student to teacher ratio Allows for increased student interaction and/or student to student interaction Allows the teacher to monitor individual student progress and understanding more closely
Challenges
General Educator and Special Educator need to coordinate teaching so that students receive essentially the same instruction within the same amount of time Noise levels may be high
Alternative Teaching
One teacher works with a small group while the other teacher interacts with the larger group. Small groups can be pulled for pre-teaching, reteaching, enrichment, interest groups, special projects, make-up work or assessment groups.
Alternative Teaching
Strengths All students, including students with disabilities, benefit from small group instruction. If the General Educator and Special Educator alternate roles, equal status is maintained. Challenges Be careful to pull small learning groups that span various purposes. The small learning groups should not always be your students with special needs.
Consider having the general educator and special educator alternate roles between support teacher and lead teacher.
Team Teaching
Both the General Educator and the Special Educator share the instruction of students. One teacher may lead discussion while the other models or demonstrates. Team teaching affords the ability to model quality team and interpersonal interactions.
Team Teaching
Strengths Allows both teachers to blend their teachings styles and expertise Challenges Requires more planning Requires high levels of trust and commitment
How is each Principle of Effective Collaboration demonstrated in the consultation and co-teaching models?
Principles of Effective Collaboration Respect of Knowledge and Skill Established Communication System Common Understanding of the Classroom Environment Co-Accountability Consultation & Co-Teaching Models One Teaching One Assisting Station Teaching Parallel Teaching Alternative Teaching Team Teaching
Much like the effective doubles team in tennis, when one teacher moves to the left of the room, the other moves more to the middle of the room so that the classroom is always effectively covered.
Understanding Co -Teaching Components, CEC, 2001
Common Co-Teaching Issues. Retrieved from http://www.ttac.odu.edu/articles/comcotch.html Co-Teaching. Retrieved from http://coe.jmu.edu/esc/Consortium_Co-Teaching.shtml Carroll (2001). Considering Paraeducator Training, Roles, and Responsibilities. Teaching Exceptional Children 34(2), 60-64. Elliot & McKenney (March/April 1998). Four Inclusion Models that Work. Teaching Exceptional Children 30(4), 54-58. Erin (1998). The Teacher-consultant. Education of the Visually Handicapped 20(2), 57-63. Gately & Gately (March/April2001). Understanding Coteaching Components. The Council for Exceptional Children. Retrieved from http://journals.cec.sped.org/EC/Archive_Articles/VOL.33NO.4MARAPR2001_TEC_Arti cle6.pdf Klingner & Vaughn (Winter 2002). The Changing Roles and Responsibilities of an LD Specialist. Learning Disability Quarterly 25(1), 19-31.