Accelerate learning- providing access to global competence aligns with ISSN
ISSN Inclusion Overview
Inclusion Model Why Map?Aveson Charter Schools
Objectives• understand Aveson’s vision for specialized services and how this vision aligns with a focus on global competence• examine the components of an inclusion model
We will provide precise instruction based onstudent strengths and needs to all students inorder to accelerate learning in an inclusionmodel.
from the ISSN Matrix… As part of a comprehensive approach to ensuring student success, the school assists students who do not yet meet standards through a multi-tiered system of proactive supports and interventions.
What is Inclusion?Students with disabilities are supported inchronologically age-appropriate generaleducation classes Receive the specialized instruction delineated by IEP within the context of the core curriculum and general class activities MEMBERSHIP in the general education classroom community is keyInclusion is NOT mainstreaming Mainstreaming confers a sort of “dual citizenship” in two settings
Inclusion Model Components• Ownership of IEP goals, accommodations, and modifications by general education teachers, specialized academic instructors, and paraprofessionals• Collaboration between general education teacher, specialized academic instructors, and paraprofessionals• Implementation of appropriate co-teaching models (lead-support, alternative group, parallel teaching, station teaching, team teaching)
6 times 8 is greater than or less thanOne teacher leads 45?the lesson, whilethe other helpsindividual students. Here, let me show you.
Lead-Support One teacher can have primary responsibility for teaching while the other: Observes particular student behaviors Assesses individual students Circulates through the room providing unobtrusive one to one assistance Avoid the “paraprofessional trap,” where the special educator becomes a paraprofessional, merely an “assistant” in the GE classroom
OK, you’ve got it, so let’s go on to the next problem. Let’s go over it again.Once students understanda concept or procedure, one teachergoes on with the lesson while theother re-teaches them to a small group.
Alternative Teaching One teacher works with a small group needing re-teaching while the other provides enrichment or alternative activities for the rest of the class. This can be used for pre-teaching, enrichment and/or assessment.
Parallel Teaching Both teachers teach the same information, but they divide the class group and do so simultaneously
24 X 6 = 24 X 6 =The class is divided into two groups. Each teacher teaches the same topic toone group.
Station Teaching Teachers divide content and students. Each then teaches the content to one group and subsequently repeats the instruction for the other group. Sometimes there is another “station” for independent work or computer work.
Look at the first problem, 8/4.Teacher-led Group If you have eight pieces of pizza and you need to give it to 4 children,With a partner, how many does eachcut out the pizzas child get?and paste them onto Teacher-led Groupyour paperto show theexpressions on thislist:8/4, 21/2, 3/3Independent Group
Team Teaching Both teachers are delivering the same instruction at the same time. One may model while the other speaks, one may demonstrate while the other explains, the teachers role play, or they may simply take turns delivering instruction.
We are learning 16 how to multiply x2 two digit numbers by one digit.One teacher gives the lesson orally while the otherpresents it visually for the students.
Most importantly, students benefit! Team teaching reduces the stigma for students with disabilities and learning difficulties. Because they are included with their normally achieving peers, the stigma of a “disabled” label is reduced, and social skills improve (Zigmond & Baker, 1995). In addition, behavior problems DECREASE due to peer pressure and higher expectations.
Co-planning and co-evaluation is a key part of the process