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Class Profile Matrix: Providing Access to Instruction for All Students

Class Profile Matrix: Providing Access to Instruction for All Students. Johns Hopkins University Center for Technology in Education. Challenges Facing Teachers. Delineating co-teaching roles Allocating sufficient time for co-planning Managing procedures, protocols, and behaviors

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Class Profile Matrix: Providing Access to Instruction for All Students

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  1. Class Profile Matrix:Providing Access to Instruction for All Students Johns Hopkins University Center for Technology in Education

  2. Challenges Facing Teachers • Delineating co-teaching roles • Allocating sufficient time for co-planning • Managing procedures, protocols, and behaviors • Integrating technology to differentiate instruction • Selecting evidence-based practices to meet the needs of all learners • Coordinating related personnel to deliver services • Structuring classrooms with diverse learners to support collaboration

  3. Class Profile Matrix What is it? A tool that organizes instructional accommodations and teacher-selected interventions for students with special needs Why use it? • To facilitate implementation of instructional accommodations, including the use of assistive technology, to support student learning • To support general and special education collaboration by providing a working document to discuss student learning needs How does it work? Sample Class Profile Matrix

  4. Sample Class Profile Matrix

  5. Activity Directions • Review the Snapshot IEP for Brian. • According to the IEP, identify needed instructional accommodations. (Refer to the supporting document for more information about specific accommodations.) • Record accommodations under the appropriate category and subcategory (e.g. Presentation Accommodations, Adapted Print Materials). • Repeat steps 1-3 for Frederick, Elizabeth, and John.

  6. Considerations • What benefit does the Class Profile Matrix offer general and special educators teaching in an inclusive setting? • How does the Class Profile Matrix facilitate the implementation of instructional accommodations for students with special needs? • How might the Class Profile Matrix influence daily instructional decisions made by general and special education teachers?

  7. References • Common Co-Teaching Issues. Retrieved from Training and Technical Assistance Center Web site: http://www.ttac.odu.edu/articles/comcotch.html • Gately, S. & Gately, F. (2001). Understanding Coteaching Components. Retrieved from the Council for Exceptional Children website: http://journals.cec.sped.org/EC/Archive_Articles/VOL.33NO.4MARAPR2001_TEC_Article6.pdf • Georgia Project for Assistive Technology. (2002). Assistive Technology Consideration Resource Guide. Retrieved from (http://www.gpat.org/GPAT%20Resources%20Documents/Assistive%20Technology%20Resource%20Guide.doc) • Kagan, L., Kagan, M., & Kagan, S. (1995) Cooperative Learning Structures for Teambuilding. Kagan Cooperative Learning. • Reed, P. & Walser, P. (2001) Utilizing Assistive Technology in Making Assessment Accommodations. Wisconsin Assistive Technology Initiative. • Thompson, S. (2005). Special Connections. Retrieved from Special Connections University of Kansas web site: http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=ia/main

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