Collaborating & Co-teaching for Students Who Have Special Needs

1. Collaborating & Co-teaching for Students Who Have Special Needs Rebecca Chaney Lauren Crumbacker Taylor Ferguson

2. UDL Components • The “what” of learning • Multiple Means of Representation • Present information and content in different ways • The “how” of learning • Multiple Means of Expression • Differentiate the ways that students can express what they know • The “why” of learning • Multiple Means of Engagement • Stimulate interest and motivation for learning

3. Planning and Delivering Instruction~Co-teaching Approaches~ • Teach and Monitor • Parallel Teaching • Station Teaching • Team Teaching

4. Lesson Planning form

5. Curricular Adaptations • Activity: Wall Wisher In a group, postas many curricular adaptations that you can think of on the wall wisher page. http://www.wallwisher.com/wall/ufCgZX3AfD

6. Designing Curricular Adaptations~Definitions~ • Divided into two subcategories: • Accommodations • Assistive aids and supports • Changes the path the student takes, not the learning goal • Examples: Readers, Scribes, putting text into digital format so Screen Readers can be used, putting text into Braille, or providing sound amplification • Modifications • Changing the goals or the content and performance expectations for what the student should learn • Examples: Reducing the number of spelling words, allowing a student to create an outline rather than writing an essay

7. Designing Curricular Adaptations • Making Text Accessible • Debatable Topic • Blind – Braille or audio format • Learning disability - ??? • ELL - ??? • All students should have access to text!!!

8. Designing Curricular Adaptations~Response to Intervention (RTI)~

9. Reasons for Problem Behavior • To receive attention from others • To gain a desired activity or item • To avoid or escape something unpleasant such as an academic or social demand • To meet sensory needs

10. Designing Curricular Adaptations~Functional Behavior Assessment (FBA)~ • Five Steps: • Identify the Problem Behavior • Describe the setting(s) where the behavior occurs • Gather information about the behavior • Review the data • Form a hypothesis about the function of the behavior based on data gathered

11. FBA Scenarios • Elementary: • Robert is in 3rd grade and continually calls out silly answers in class. It usually happens 5-6 times per day and each time his classmates laugh at him. • Middle: • Jenny is in 7th grade and gets excellent grades on her math assignments. However, in other classes she does not raise her hand to participate in class discussions and when her teachers prompt her to say something, she finds excuses to leave class such as feeling ill or using the restroom.

12. Designing Curricular Adaptations~Behavior Intervention Plan (BIP)~ • Determine a replacement behavior goal • Family involvement is crucial • Components: • Behavioral assessment • Identification of problem behaviors • Replacement behavior goal • Intervention strategies • Implementation plan • Assessment methods • What happens if student does or does not achieve goals

13. Planning and Making Adaptations • I don’t know how vs. I don’t have time • Should be reasonable and feasible for the situation

14. Digital Resources • Digital Text Format • Enlargement • Read aloud • Printable

15. Making Modifications • Adapted Outcomes • For students with moderate learning and behavior problems • Students are expected to master most but not all of the content • Examples: • reduced number of practice problems, mark some text to be read and others to be skimmed, highlight text • Functional Outcomes • For students with severe cognitive challenges • Social/behavioral development, self-help skills, language development etc. • Example: • A student with counting & language development goals may count, sort, & talk about seeds during a science class • Enhanced Outcomes • For students with high ability

16. Planning Remedial Instruction Guidelines for planning remedial instruction • Only tutor one to three students at a time • Some students need one on one tutoring • At least 50 hours of instruction is necessary to improve • Tutor at least 3 times a week (everyday is best) • Sessions should last between 30 and 45 minutes

17. Peer-Tutoring Seven Critical Components of a Successful Peer-Tutoring Program • Highly structured lesson formats • Work on material already covered in class • Use a mastery model of instruction • Schedule sessions frequently and for an appropriate amount of time • Provide tutor training and supervision • Keep daily performance data: assignment record, diary, calendar etc. • Choose tutors carefully based on the characteristics of the student

18. Self-Advocacy • Teach students how to be successful • Communicate their own special needs • Self-advocacy form • List of what works and what the teacher accepts • Example page 249

19. Adapting Tests • Students with learning and behavior problems often have difficulty taking tests • Classroom teachers often recognize the need for adapting tests, but will not often do this themselves • Test adaptations include: • Frequent, timed mini-tests • Practice tests • Underline key words • Provide study guides • Test orally

20. Adapting Text Materials • Adapting text can be the most powerful accommodation, but it’s the most difficult and time consuming • Types of text adaptations • Bypass Reading • Read text aloud • Decrease Reading • Reduced vocabulary, omit unnecessary parts • Support Reading • Add supplemental information to aid understanding • Organize Reading • Graphic organizers • Guide Reading • Study guides

21. Monitoring Progress • One of the most important jobs the special educator can do: Keep data! • Keeping detailed data can help you determine if your students are making progress

22. Collaborating and Co-teaching for Students with High Abilities

23. Characteristics A student who is …. Creative A problem solver Actively converses in conversation Often exhibits leadership qualities Imaginative Has many interests and follows them with zeal.

24. Identification • Checklist • Allows a teacher to obtain perceptions of a student’s ability • Teacher observes a student’s behavior and then answer questions about that student. • Answers to the questions help give an indication of whether the student has a high ability. • Interest Inventory • Allows rich data to be collected • Allows a teacher to gather information about a student’s interests and goals

25. Teacher Referral checklist

26. Interest Inventory

27. Tailoring Curriculum • The “ one size cannot fit all” emphasizes the need for differentiated curriculum that is tailored or the individual. • Four conditions • Release from repetition of material already learned. • Removal of ceilings of prescribed curriculum. • Use flexible pacing that allows for enriched learning experiences • Allow students to choose self-directed learning and self- assessment practices. • Strategies to meet these conditions • Use curriculum compacting • Set appropriate open-ended goals and objectives • Use alternative instructional strategies and learning options • Engage students through participation in goal setting and student assessment processes

28. Co-Educator Roles for Students of High Ability and Talents • General educator • Responsible for delivering curriculum content in basic, differentiated, compacted, accelerated and enriched forms. • Appreciate and understand the characteristics, needs, and curricular implications of those with high learning ability. • Provide a learning environment that nurtures high ability • Draw on the assistance of special services personnel • Use curriculum compacting • Gifted Program Facilitator • Responsible for coordinating alternative learning activities, freeing up options, gathering resources and designing responsive learning programs to challenge students appropriately. • Familiarize themselves with classroom content on all grade levels • Keep records on students • Exchange roles with the general educator

29. Curriculum Compacting • Begin with targeting a small group of students for which t it seems appropriate. • Steps: • Select one content area which student(s) seem most successful and in which the most resources are available. • Try different methods of finding out what students already know • Compact the material by unit, chapter, or topic rather than by schedule • Document the rationale for the compacted material and define proficiency • Request assistance from collaborating co-educators in order to create a wide range of opportunities and alternatives

30. Learning Opportunities in School • Differentiated curriculum in the classroom • Cross age tutoring • Enrichment activities • Special units of study tailored to students interests. • Advanced placement • Honors classes • Resource room time for independent study, research, or project development

31. Activity You will be placed into a cooperative group. In your group you will be given a lesson(activity). You need to modify the lesson so the curriculum is tailored for a student who has high ability. Likewise, you need to make accommodations for a student who has a disability.

32. Tips for Collaborative Planning and Teaching • Co-teaching requires careful planning. • Plan lessons together • When co-teaching clarify classroom rules and procedures • Demonstrate examples of expectations you have for students. • Be understanding of one another’s opinions and teaching styles • Work together- learn from one another in order to reach the common goal • To help all students be successful.