1. Inclusion Model
Why Map?
Aveson Charter
Schools

2. 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

3. We will provide precise instruction based on
student strengths and needs to all students in
order to accelerate learning in an inclusion
model.

4. 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.

5. What is Inclusion?
Students with disabilities are supported in
chronologically age-appropriate general
education 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 key
Inclusion is NOT mainstreaming
Mainstreaming confers a sort of “dual citizenship” in two
settings

6. 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)

7. 6 times 8 is greater
than or less than
One teacher leads 45?
the lesson, while
the other helps
individual students.
Here, let me show
you.

8. 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

9. OK, you’ve got it, so let’s go on
to the next problem.
Let’s go over it again.
Once students understand
a concept or procedure, one teacher
goes on with the lesson while the
other re-teaches them to a small group.

10. 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.

11. Parallel Teaching
Both teachers teach the same
information, but they divide the class
group and do so simultaneously

12. 24 X 6 = 24 X 6 =
The class is divided into two groups. Each teacher teaches the same topic to
one group.

13. 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.

14. 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 each
cut out the pizzas child get?
and paste them onto Teacher-led Group
your paper
to show the
expressions on this
list:
8/4, 21/2, 3/3
Independent Group

15. 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.

16. We are learning 16
how to multiply x2
two digit numbers
by one digit.
One teacher gives the lesson orally while the other
presents it visually for the students.

17. 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.

18. Co-planning and co-evaluation is a
key part of the process