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Successful Inclusion through Effective Collaborative Teaching. By Debbie Archer. The Issue. Under IDEA, FAPE for all students in the LRE. Inclusion- Instruction of all students (G.E. & S.E) in the G.E. classroom. Two teachers in the classroom-(G.E & S.E)
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Successful Inclusion through Effective Collaborative Teaching By Debbie Archer
The Issue • Under IDEA, FAPE for all students in the LRE. • Inclusion- Instruction of all students (G.E. & S.E) in the G.E. classroom. • Two teachers in the classroom-(G.E & S.E) • Co-teacher frustrations in how to teach, plan, and manage classroom duties and students. • Direction, guidance, and roles, and strategies are being questioned.
Purpose of the Study • To examine the perceptions that collaborative teachers (in the inclusionary classroom) have of themselves, their co-teachers, and their success or failures of their collaborative teaching practices.
Research Questions • How do co-teachers perceive their current experience in the classroom? • What teaching practices do collaborative educators find effective? • What concerns do co-teachers have? • What school-based supports are essential to collaborative teaching?
Method • Survey of all middle school co-teachers in Warren County, New Jersey. (Northwest N.J.) • Survey consisted of 3 parts: • Demographic data- short answer. • Co-teacher perceptions-Likert Scale rating • Short answer questions. • Surveys were dispersed either through Directors of the S.S. Department or Child Study Team Supervisors.
Data Collection Procedure/Research Design • A qualitative and quantitative study analyzing teacher responses to survey questions. • Demographic info. used comparatively (charts, %’s) • Comparison of G.E. & S.E. co-teachers survey questions (%’s, tables, and graphs.)
Results and Findings Question#1 How do co-teachers perceive their current experience? -46% of teachers agreed that the G.E. co-teacher did the most in the classroom. -Consensus that both populations worked well together, positive experience, co-teaching contrib. academically. -65% of S.E. teachers- their role was defined in classroom -85% of G.E. teachers- their role was defined.
Question #1 continued • -55% of S.E. teachers and 56% of G.E. did not think that either groups of teachers shared instructional duties • Both groups agreed that students were academically and socially benefiting from the inclusive classroom. • 40% of S.E. and 32% of G.E. felt that their school district was following a specific collaborative teaching model.
Discussion- Question#1 45% of teachers had at least an MA yet only 20.5% of G.E and 45% of S.E recently took course work in inclusion. Points to lack of training in collaborative techniques. A majority of co-teachers did not volunteer for co-teaching. Concerns and frustrations that teachers share could be attributed to this. Teachers’ attitudes toward inclusion can effect the implementation of inclusion. A low percentage of teachers felt their school district was following a specific collaborative teaching model. The teachers were feeling that there is not a definitive format that they should be following in their teaching practices- leaves teachers feeling unsupported and without direction.
Question #2 What are some concerns? -More planning time amongst themselves. -Support was greatly needed from the S.E. perspective -G.E. felt that there were too many S.E. students in the class, they always had to reinforce to the students that the S.E teacher was not an aide, they felt like they did most of the work, their co-teachers were seldom with them the next year so there was a feeling of “re-training” of S.E. co-teachers, and difficulties in differentiating instruction.
Discussion- Question #2 -Concerns were numerous and accentuates the points that a school based inclusion model needs to be defined along with administrative support that will help to provide workshops and pre-service instruction in collaborative teaching. -Despite concerns both groups remained optimistic and believed it contributed positively to students academic development.
Question #3- School Based Supports that facilitate collaborative teaching. -Majority felt not enough planning time (75% S.E, 73.5% G.E.) -Many felt not enough workshops offered on inclusion or collaborative teaching (65% S.E., 58% G.E.) -50% of G.E. felt they had access to many supports, practices, and preparations concerning collaborative teaching while 80% of S.E. felt they had support accesses.
Discussion- Question #3 - School-based supports are lacking- only half of G.E. felt that they had support when needed . S.E. may be relying on their S.E. background when trying to fill in the holes and gaps in the class. - Administrators need to help guide their staff with sufficient course work and in developing their own inclusion (teaming) model. Without a solid framework and background many of the co-teaching teams will become frustrated and unsupportive concerning the education of special needs students in the classroom.
Question #4 • What teaching practices are effective in the • collaborative classroom? • Too numerous to list all- the most prominent were chosen. • Mutual planning time with co-teachers • Collaborative teaching (with training) • Modifications made jointly • Collaboratively, create alternate assignments • Mutual respect • Keep communication open at all times • Target students learning styles and teach to them • Use of visual, kinesthetic, auditory, and tactile learning styles • Differentiated instruction • Cooperative learning/hands-on activities
Discussion- Question #4 • Despite the teachers lack of co-teaching expertise, training and supports they have developed a sizeable list of effective practices. The teachers now need the instructional tools and school based supports to help facilitate the inclusionary process.
Implications/Recommendations • Offering feedback, sharing classroom management, providing daily mutual planning time & using cooperative learning techniques were perceived as important co-teaching practices. • Teacher preparation programs relevant to collaborative teaching were essential.
Implications/Recommendations • Commitment of administration, faculty, staff, and parents is critical for inclusion to work. • Further research needed in inclusive effectiveness based on students’ test scores & report cards. • School districts should provide proper training, practices, and supports to prepare teachers.
