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Team Teaching and Inclusion

Team Teaching and Inclusion. By Michelle Lefever. Introduction. Duties of regular education teacher Added duties when learning support students are assigned to your classroom Is the help of a special education teacher a help or hindrance?. Help or Hindrance. Efficient teacher

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Team Teaching and Inclusion

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  1. Team Teaching and Inclusion By Michelle Lefever

  2. Introduction • Duties of regular education teacher • Added duties when learning support students are assigned to your classroom • Is the help of a special education teacher a help or hindrance?

  3. Help or Hindrance • Efficient teacher • Same teaching theories • Compatible personalities • Given a choice of teacher • Time to plan • Administrative support • Good attitude by all

  4. Literature Review • Team Teaching not always viewed as a positive idea • 92.2% college students had negative perception • By end of semester 87.5% had positive perceptions • Further education or exposure may be needed to turn views around

  5. One lead teacher and one assistant Station teaching- two different lessons given at same time, then students switch to the second station Both teachers plan lesson, divide class in half and teach same lesson One teacher takes small group, other teacher takes the rest of the class Lit. Review- Various Ideas of Team Teaching

  6. Lit. Review- Why Team Teach? • More students with learning disabilities are remaining in the regular education classroom • A fear that regular education teachers are not able to meet the needs of learning support students • Pressures to educate all students in the classroom • Easier if the responsibility is shared

  7. Lit. Review- Quality Instruction • Both teachers need to be prepared • Collaboration • Time • Effort • Be able to compromise • Need to make an effective team in order for the quality of the education to remain high!

  8. Now when you and your partner have decided on all of these factors- just start teaching!

  9. My Journey- Year 1 • Mrs. K. • Second grade • 25 students, 5 with IEPs • 40 minutes of reading daily • 30 minutes of writing 3 times a week • NO math time

  10. Results of Year 1 • True inclusion- never pulled students out • Mrs. K. took one reading group • However… • Not organized • At least 20 minutes late every day • Copied my lesson plans • Remind her of units/long term plans • Guide her to complete IEPS/report cards • Students had poor attitudes about receiving help • She saw no problems

  11. Year 2 • Looped with my class to third grade • Also looped with Mrs. K. • Added 2 more students with IEPs • Granted 2 1/2 hours of aide time a day with Mrs. C. • Made it through the year, but with a very bad taste of inclusion

  12. Year 3 • Back to second grade • Mrs. T. (fourth grade teacher for many years) • Mrs. C. was assigned to Mrs. T. • 25 students, 4 with IEPs, 1 SED • 45 minutes daily for reading • 30 minutes daily for math • Mrs. T. pulls out at other times of the day as needed

  13. Year 4 • Looped with my class and Mrs. T. • Still have Mrs. C. as our aide • 26 students, 3 with IEPs • Mrs. T. pulls out learning support students for reading group • Students are mixed with second and third graders according to need for math

  14. Results of Years 3 and 4 • We are comfortable with each other • Students are more confident • Students are working specifically on items listed on their IEPs • We do not meet once a week- we have the ability to talk daily and make decisions • Open communication about grades and expectations • Respect each other personally and professionally

  15. My Advice • Find a way to work in an effective way with another teacher to help all the students in your classroom • Do the best with what you are given • Try to request a teacher with whom to team • Keep the right attitude about inclusion

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