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Use technology when appropriate in lessons.

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Use student directed learning.

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Implement differentiation strategies.

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Students learning at different rates.

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Create strong and clear behavioral management plans for the class.

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Behavioral Distractions

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Resource References

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References for Assignment 3 Workshop 1.docx

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Collaboration activities and tutoring.

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Use Peers

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Use grouping of students - sometimes based on non-academic factors and sometimes based on abilities.

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Both teachers equally share in the instruction that is done in class.

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One teacher has the expertise and leads the teaching, while the other teacher adds in and complements the instruction from time to time.

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Each teacher takes a group leads the instruction with those students.

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One teacher is the lead teacher and the other is the support teacher moving about the classroom.

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Team Teaching

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Complementary Teaching

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Parallel Teaching

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Supported Teaching

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Types of Co-Teaching

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Independent

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Guided

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Frequently requiring students to respond, complete a task, or physically move.
Active student participation.

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Intensive instruction is used.

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Improve communication.

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Evaluate. Were goals successfully met? How did they measure?

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Measurable

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Use student data to drive instruction.

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Use formative assessments to drive instruction and lead lessons to the next step.

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If reteaching is required, additional scaffolding can be useful at this step in the learning process.

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Use modeling and scaffolding in lessons.

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Incorporate practice into lessons.

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Provide feedback.

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SCREAM
Which stands for structure, clarity, review, enthusiasm, appropriate pacing, maximize student engagement.

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Include student discourse into lessons.

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Attach or create instruction within activities.

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Effective Instruction

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Use a variety of assessment techniques.

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Use multiple learning styles or modalities in lessons.

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Universal Design for Learning.

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Two view points when grading or evaluating/assessing a student provides for a more impartial result.

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Teachers can promote compassion and tolerance for all students. (reduce bullying)

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Hidden Curriculum:
With a variety of students in a class students learn what it is like to be and work in a community.

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Teachers working together can model team work and collaboration for students to see.

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Allows more opportunity for smaller group instruction.

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Teachers provide a support system for each other.

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Students have more access to a teacher's individual attention because there are two teachers now.

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General education students benefit from additional access to a teacher or the strategies that the special education teacher brings.

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Due to learning styles and personality one student may be more apt to connect with one teacher over another and improve their learning.

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Planning and preparing work load can be shared between teachers as well as correcting.

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Students have the opportunity to connect with another teacher.

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When teachers work together brainstorming and creativity can be more productive than when working alone.

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Specialists work together and so their is expertise in both content and strategies for struggling learners, during class and planning times.

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Schools can do teacher surveys or request forms on who they may team with best.

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Schools need to try and provide common prep periods for co-teachers or provide collaboration time.

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Meshing personalities with co-teachers and teams.

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Finding time to collaborate with co-teachers and teams.

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CHALLENGES

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BENEFITS

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Revisit and Revise the IEP

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IEP Development Process
Individualized Education Process

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TOWARDS WHAT?Transition goals and tasks are planned.
Post secondary goals

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Items to Address:
WHERE?
-Student is placed in a least restrictive environment.
- Student's engagement, or lack there of, with non-disabled students.
WHAT?
-Student's access to general education curriculum.  Standards-based
- Student's take appropriate assessments (district and statewide) and what accommodations will be provided.
HOW?
-provide instructional direction
-Best practices (evidence-based) are used
-Effective teaching is applied

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Written Document

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Decide what services, supplementary aids, accommodations, adaptions and supports that the school will provide for the student.

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WITH WHOM?
TEAM:
-Special Education Teachers
-Regular Teachers
-Parents
-Representative of the School District
with the ability to approve resources.
-Other professionals (psychologists,
therapists, social worker, ELL
supports etc.)
- Individual who can interpret
instructional implications of
evaluation results. (can be on from the
list above

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Student's Current Levels of Performance and Function

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Make student learning goals, benchmarks, and annual goals.
Goals are aligned with appropriate standards.

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Identify students who are eligible (qualify) for special education services.

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Fourteen Categories of Disabilities padlet.docx

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Pedagogical Practices for an Inclusive Classroom

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Benefits and Challenges of Collaboration and Co-teaching in Today's Classroom

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Workshop 1 Special Education Concept Map

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Analyze the way the student's disabilities are affecting educational progress.