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  • Selling your ideas is challenging. First, you must get your listeners to agree with you in principle. Then, you must move them to action. Use the Dale Carnegie Training® Evidence – Action – Benefit formula, and you will deliver a motivational, action-oriented presentation.
  • Open your presentation with an attention-getting incident. Choose an incident your audience relates to. The incidence is the evidence that supports the action and proves the benefit. Beginning with a motivational incident prepares your audience for the action step that follows.
  • Next, state the action step. Make your action step specific, clear and brief. Be sure you can visualize your audience taking the action. If you can’t, they can’t either. Be confident when you state the action step, and you will be more likely to motivate the audience to action.
  • To complete the Dale Carnegie Training® Evidence – Action – Benefit formula, follow the action step with the benefits to the audience. Consider their interests, needs, and preferences. Support the benefits with evidence; i.e., statistics, demonstrations, testimonials, incidents, analogies, and exhibits and you will build credibility.
  • To close, restate the action step followed by the benefits. Speak with conviction and confidence, and you will sell your ideas.
  • Transcript

    • 1. Taking a Stand There is a Need for More Training to Promote Effective Co-teaching Strategies for Special and General Educators and Caregivers. By: Martha A Padilla
    • 2. Personal Experience
      • I observed caregivers and teachers from different schools and age levels having difficulty working with children with special needs in a regular education setting.
        • No assistance was provided
        • The special education specialist was not present to collaborate
    • 3. Without Effective Co-teaching Methods Infants and Toddlers With Special Needs Lack
      • Effective learning strategies
      • Individualized education
      • Support
      • Respect
    • 4. Action
      • Empower parents, caregivers and teachers to:
        • request effective co-teaching training and strategies to work with infants and toddlers with special needs in a regular education setting.
    • 5. Before we begin:
      • There are more students with disabilities in the regular education classroom.
      • Special Education is a service, not a place.
      • Teachers, administrators, and schools are held more accountable for students’ performance.
      • (Turnbull, Shank & Smith, 2004)
    • 6. Individuals with Disabilities Education Act ( IDEA)
      • IDEA states that children with special needs be placed in the least restrictive environment .
      • Section 300.117 states:
        • Each public agency must ensure that each child with a disability has the supplementary aids and services determined by the child’s individualized education program (IEP) team to be appropriate and necessary for the child to participate with non-disabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of the child.
        • (National Archives, 2006)
    • 7. What is least restrictive environment ?
      • Students have the right to participate in general education programs as is appropriate in view of his or her educational needs and not be separated from students without disabilities.
      • (Getskow & Konczal, 1996)
    • 8. What is mainstreaming ?
      • The integration of students with special needs into the regular classroom and providing adequate assistance for the regular classroom teacher.
      • (Getskow & Konczal, 1996)
    • 9. What is inclusion ?
      • To include students with disabilities into the same schools, classrooms, and activities with students who do not have disabilities and prohibits segregating students with disabilities into separate schools or classrooms.
      • (Turnbull, Shank & Smith, 2004)
    • 10. Some factors of inclusion in early education are:
      • Friendships between young children with and without disabilities develop
      • Collaboration among parents and professionals
      • Children develop choice-making skills
      • Commitment to child-centered education grounded in developmentally appropriate practices
      • Ongoing evaluations of how to make inclusion work
      • (Turnbull et al., 2004)
    • 11. Definition of Co-teaching:
      • “ An educational approach in which general and special educators or related service providers jointly plan for and teach heterogeneous groups of students in integrated settings” (Vakesha, 2010, p.11).
    • 12. Benefits of inclusion with effective co-teaching strategies:
      • Co-teachers develop:
        • Positive attitudes toward collaboration
        • Effective communication skills
        • Motivation
        • (Damore & Murray, 2009)
      • Children with disabilities
        • Score significantly higher in cognitive skills than children with disabilities who are pulled out of the regular setting (Ervin, 2010)
        • Develop friendships (Estell, Jones, Pearl & Van Acker, 2009)
    • 13. Friendships:
      • Are a part of a positive adaptation in the school context by promoting:
        • Positive attitudes
        • Positive development
        • Social marginalization
        • Decrease of victimization by peers
    • 14. How to Create Effective Co-teaching Strategies
      • Caregivers and Teachers must receive training on:
        • Inclusion
        • Special education support services
        • Cooperative skills
        • Time management for planning and reflection
        • (Gürgür and Uzuner, 2010)
      • Directors and childcare centers must provide:
        • Professional development
        • Effective collaborative partnerships
        • Increased time for planning and communicating
        • Clear expectations for performance
        • (Damore & Murray, 2009, p. 243)
    • 15. Conclusion
      • Effective co-teaching strategies are essential in supporting positive experiences and outcomes for infants and toddlers with special needs.
        • Co-teachers positively collaborate
        • Development in all domains of infants and toddlers improve
        • Positive social skills develop
    • 16. References
      • Damore, S., & Murray, C. (2009). Urban elementary school teachers' perspectives regarding collaborative teaching practices.  Remedial and Special Education, 30 (4), 234-244.
      • Ervin, V. (2010). A comparison of co teaching only, pull-out only, and combined service methods for students with disabilities. (Ph.D. dissertation, Capella University, 2010). UMI Dissertation Publishing , AAT3390951.
      • Estell, D., Jones, M., Pearl, R., & Van Acker, R. (2009). Best friendships of students with and without learning disabilities across late elementary school.  Exceptional Children, 76 (1), 110-124.
      • National Archives and Records Administration. (2006, August 14). Federal Register: Rules and Regulation, 71 (156) 46540-46845. Retrieved April 13, 2010, from
      • Getskow, V., & Konczal, D. (1996). Kids with special needs . Huntington Beach, CA: The Learning Works Inc.
      • Gürgür, H., & Uzuner, Y. (2010). A phenomenological analysis of the views on co-teaching applications in the inclusion classroom.  Kuram ve Uygulamada Egitim Bilimleri, 10 (1), 311-331.
      • Turnbull, R., Turnbull, A., Shank, M., & Smith, S. (2004). Exceptional lives: Special education in today’s schools (4 th ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall .