More Information and Articles about Inclusion
Inclusion
Models for a Building Level by Elaine E. Daack
Teaching the Learning Disabled by Angela LaVelle
Inclusion Models for a Building Level
by Elaine E. Daack, UNI masters thesis (1999)
More and more general education and resource teachers are working together using different forms of teaming. A number of these models been successfully implemented at building level in school districts across the United States. Three of those models ar e a consultant approach, teaming, and co-teaching. (Gartner and Lipsky, 1997).
Consultant Model - In a building with a low incidence of special needs students
and overall low
student population, this model would be very compatible. The special education
teacher is made available to reteach a difficult skill or to help the student(s)
practice a newly acquired skill. This is a non-intrusive approach that provides
the special needs students with at least two teachers to ask for help with
curriculum problems. Regularly scheduled meetings are recommended rather
than communication on an as-needed basis.
Teaming Model - The special education teacher is assigned to one grade level
team with one
planning period per week for the team. The special ed teacher provides student
information,
possible instructional strategies, modification ideas for assignments/tests,
and behavior strategies.
The team meets on a regular basis, establishing consistent communication
among the team
members. The team model is presented so teachers are not working independently
to achieve success with their students. All team members work together and
broaden their knowledge in various areas, whether they are from general education
or special education.
The disadvantages of this model could include possible resistence to implementing the modifications, delayed assistance for students with difficulty, high student to teacher ratio, and limited opportunities for special ed teachers to work in the general education classroom.
Collaborative, Co-teaching Model - Using this model, the general education
and special education teachers work together to teach students with/without
disabilities in a shared classroom. Both are responsible for instruction
planning and delivery, student achievement, assessment, and discipline.
Students receive age-appropriate academics, support services, and possible
modified instruction. This model provides a minimum of scheduling problems,
continuous and ongoing communication between educators, and lower student
to teacher ratio than the teaming or consultant models.
Collaborative teaching can be organized in a number of ways:
One teacher, one support - This organization works well for teaching a unit where one teacher is more expert than the other. Students still have two teachers to ask questions of and get help.
Parallel teaching design - The teacher divides the class into groups and
teaches them
simultaneously. The student to teacher ratio is low, more time is devoted
to learning versus students waiting for help, opportunities for re-teaching
are immediate, support for the teacher is present, communication is constant,
and behavior problems can be minimized.
Station teaching - This collaborative teaching model divides up content and students so that teachers or students rotate at the end of a unit. It is ideal for subject matter taught in units with no particular sequence. Benefits include the opportunities for re-teaching are immediate, the student to teacher ratio is low, teachers become experts with material, and communication among teachers is constant.
Alternative teaching design - In this model, one teacher leads an enrichment or alternative activity while a second teacher re-teaches small group of students if they are having difficulty with content. Math is compatible with this design where a lot of re-teaching is done.
Team teaching - Teachers work together to deliver the same material to the entire class. Teachers circulate around the class providing immediate re-teaching and a lower student to teacher ratio.
Resource: Gartner, A., & Lipsky, D. D. (1997). Inclusion and school reform: Transferring America's classrooms. Baltimore: P. H. Brookes Publishing.
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Teaching the Learning Disabled
By Angela LaVelle
Teaching students with special needs in a general education classroom benefits
all students involved. The students with special needs receive appropriate
education in the least restrictive environment and general education and
special education students interact in a positive way while working toward
common classroom goals.
Below is a general checklist teachers can use to develop inclusion programs in individual classrooms or school wide.
Review IEPs and academic records of the SE students involved in the inclusion
program. Write down all of the goals and objectives each SE student is working
to master.
Develop a list of modifications you can use to aid instruction and transition
activities. Address the need for any computer assisted instruction, lower
text levels and shortened projects or tests.
Choose a teaching model. Choices include collaboration, a special educ. (SE)
teacher tutors SE students; a team model, a SE teacher guides a team of general
educ. (GE) teachers; or co - teaching, SE and GE teachers teach together.
Choose an instructional style. You may wish to teach in a very structured
way, using text books and
prefabricated materials or you may want a more student centered class room
with centers and hands on activity.
Create a positive learning environment. Address the needs of students who require help with attending to tasks or need to be seated away from high traffic areas. Adapt the setting to accommodate students with physical handicaps.
Plan ahead. Create the curriculum you intend to follow at least one month
in advance. Specifically
plan for instruction and materials required for SE students to move towards
mastery of their IEP goals and objectives.
Determine assessment techniques. SE students sometimes need to be tested
differently than GE
students. Be open to portfolio assessment, observation and progress charting
as a means to assess
and evaluate student progress.
Consult with the SE teacher. You will be assigned to a teacher who specializes
in teaching special
education students. Collaborate about curriculum, modifications and behavior
management often.
Research and team collaboration are the key elements to any inclusion program.
This list is intended
to introduce methods for developing and maintaining inclusion programs,
not serve as a model for
inclusion.
IDEAS
*** Buy trade books on inclusion and team teaching.
*** Access the List of Links for specific ideas on creating an inclusion
classroom and ways to modify
curriculum.
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