WHITTEN INCLUSION PD WITH COTEACHING

Whitten Middle SchoolEagle Ridge Conference CenterCecilia Lemon Rice, Presenter

Victor Ellis, PrincipalAugust 14, 2014

Every Child!Every Child! Every Day!Every Day!

InclusionInclusion is the Key is the Key to to

“Leave No Child “Leave No Child Behind”Behind”

RITA PIERSON

Inclusion is the process of meshing Inclusion is the process of meshing general and special education general and special education reform initiatives and strategies in reform initiatives and strategies in order to achieve a order to achieve a unified unified system of system of public education that incorporates public education that incorporates allall children and youth as active, children and youth as active, fully fully participating members of the school participating members of the school community; that views diversity as community; that views diversity as the the normnorm; and that ensures a high ; and that ensures a high quality of education for quality of education for eacheach student student by providing meaningful curriculum, by providing meaningful curriculum, effective teaching, and necessary effective teaching, and necessary supports for supports for eacheach student. student.

1. Schools are a microcosm of society. Alter attitudes. ALL children respect and value diversity. ALL children learn they are valued.

KNOW WHY INCLUSION IS IMPORTANT!!!

2. ALL children learn best when educated together. -- Mutual benefits.

It’s the law.It’s the law.

Brown vs. BOEMainstreaming

IntegrationInclusion

School Restructuring

Where we were. . .Where we were. . .

and are.and are.

It’s the right It’s the right thing to do.thing to do.

Basic Human NeedsBasic Human Needs

HUMAN DIGNITY

SURVIVAL

EMPOWERMENTBELONGING

GENEROSITYHUM

OR A

ND FU

N

FEELINGS OF COMPETENCE

TO COMMUNICATE

Attitudes & PerceptionsAttitudes & PerceptionsAbout Classroom Climate:

I feel accepted by teachers and peers

I experience a sense of comfort and order

Abraham Maslow: Hierarchy of Needs

PHYSIOLOGICALFood, Water, Shelter, Warmth

SAFETYSecurity, Stability, Freedom from Fear

BELONGING-LOVEFriends, Family, Spouse, Lover

SELF ESTEEM Achievement, Mastery,Recognition, Respect

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

Abraham Maslow: Hierarchy of Needs

PHYSIOLOGICALFood, Water, Shelter, Warmth

SAFETYSecurity, Stability, Freedom From Fear

BELONGING-LOVEFriends, Family, Spouse, Lover

SELF ESTEEM Achievement, Mastery,Recognition, Respect

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

SELF-ACTUALIZATIONCreativity, Inner Talent,

Fulfillment

More accepting attitudes toward people with disabilities. (Voeltz, 1980, 1982; Kishi, 1988; Evans et al., 1992). Participation in integrated activities and settings linked to positive attitudes toward peers with disabilities. (CRI, 1992).

Increased achievement through cooperative learning and peer tutoring activities (c.f., Johnson & Johnson, 1989; Kagan, 1992).

Benefits to Students Benefits to Students WithoutWithout DisabilitiesDisabilities

Improvement in self-concept. Growth in social cognition. Increased tolerance of other

people. Reduced fear of human

differences. Development of personal

principles. Interpersonal acceptance. FriendshipsPeck, Donaldson, & Pezzoli, 1990

Benefits to Students Benefits to Students with with DisabilitiesDisabilities

Increased levels of student interaction/ appropriateness and frequency of interaction with peers

(Brinker, 1985; Brinker & Thorpe, 1986; Hanline, 1993).

Acquisition of social and communication skills. (Cole & Meyer, 1991)

Benefits to Students Benefits to Students withwith Disabilities Disabilities (con’t)(con’t)

Positive post-school adjustment and employment after graduation (Brown et al., 1987; Hasazi, Gordon, & Roe, 1985).

Increased achievement of IEP objectives (Brinker & Thorpe, 1984).

Benefits to StudentsBenefits to Students with with Disabilities Disabilities (cont)(cont)

Research on negative impact of tracking and ability grouping.

IEP

Higher quality IEPs developed for students in general education placements and integrated place- ments (Hunt & Ferron-Davis, 1993; Hunt, Goetz, & Anderson, 1986).

Children with disabilities achieve just as well or better in general education than special education classes (ASCD, Jan. ’95).

Benefits to StudentsBenefits to Students with with Disabilities Disabilities (cont)(cont)

Increased repertoire of teaching strategies applicable to all students.

Increased level of professional confidence.

Improved planning skills.

Increased awareness of all students’ needs.Giangreco et al., 1993

Benefits to Teachers:Benefits to Teachers:

Benefits to Teachers (con’t):

Infusion of expertise: Two or more trained professionals.

Two or more approaches or styles of teaching.

Sharing ideas, responsibilities, materials, resources.

More than one person deciding on supplemental, complementary, or adapted instruction.

Have a Satisfying

Career

LRE for LIFE Project 8/97

Outcomes of Education: Outcomes of Education:

FOR SALE

Houses 'R' usRealty

SOLD

Live as a Live as a Valued and Valued and Respected Respected MemberMember

Have Have Meaningful Meaningful RelationshipsRelationships

Be a Life-Long

Learner

The Same for ALL Children!The Same for ALL Children!

On-going collaboration between co-teachers on a regular/daily basis.

Multiple teachers in a classroom to facilitate instruction.

A team-teaching approach that allows flexibility in meeting the needs of all learners.

A format that provides opportunities for individual intern instruction delivery and planning for small and large groups, and short and long-term lessons that may incorporate a variety of teaching strategies.

On-going collaboration between co-teachers on a regular/daily basis.

Multiple teachers in a classroom to facilitate instruction.

A team-teaching approach that allows flexibility in meeting the needs of all learners.

A format that provides opportunities for individual intern instruction delivery and planning for small and large groups, and short and long-term lessons that may incorporate a variety of teaching strategies.

One teacher teaching and one teacher sitting.

One teacher planning and the other teacher not.

One teacher easily identified as primary instructional leader and the other as an assistant.

One teacher that implements classroom management responsibilities and the other that only provides support.

Co-teaching is one way to deliver services to students with disabilities or other special needs as part of a philosophy of inclusive practices.

WHAT ARE THEY? one teach, one support parallel teaching alternative teaching station teaching team teaching

WHAT DO THEY LOOK LIKE? https://www.youtube.com/watch?v=gY9G

euCwWc4

As a result, it shares many benefits with other inclusion strategies, including a reduction in stigma for students with special needs, an increased understanding and respect for students with special needs on the part of other students, and the development of a sense of heterogeneously-based classroom community.

In co-taught classrooms, ALL students can receive improved instruction. This includes students who are academically gifted or talented, students who have average ability, students who are at risk for school failure as well as students with identified special needs. Teaching is one way to deliver services to students with disabilities or other special needs as part of a philosophy of inclusive practices.

Although co-teaching is integral to the inclusive practices in many schools, it is not a requirement for inclusion to occur.

Inclusion refers to a broad belief system or philosophy embracing the notion that all students should be welcomed members of a learning community, and that all students are part of their classrooms even if their abilities differ.

ONE TEACH, ONE SUPPORT ONE TEACH ONE SUPPORT

SHARED PLANNING PHYSICAL CONFIGURATION OF

CLASSROOM SEAMLESS INSTRUCTION AND FLOW

FROM ONE ACTIVITY TO THE NEXT SHARED CLASSROOM INSTRUCTION SHARED CLASSROOM MANAGEMENT PROFESSIONALISM AND RESPECT