Collaboration (IDEA)
- participation of general education teacher and most IEP team members
- increased parent participation
- required mediation when disagreements occur
- emphasis on educating students in LRE
- consultative special education services
- effective implementation of RTI or MTSS
co-teaching approaches
1 teach, 1 observe
station teaching
parallel teaching
alternative teaching
teaming
1 teach, 1 assist
1 teach, 1 observe
1 teaches class, 1 collects data
station teaching
students are in several groups, teachers run each group
parallel teaching
learn content in 2 groups, both teachers have content knowledge
alternative teaching
1 teaches whole class, 1 works with a small group and rejoins class following review
teaming
both teachers teach content to whole class (ex-2 ways to solve math problem)
1 teach, 1 assist
1 teaches lesson whole other walks around helping students who need support
co-teaching considerations
needs of students, factors related to teachers, curricula model, practical matters (space, co-planning time)
10 tips for using co-planning time more effectively
- establish a regular time to plan collaboratively
- select appropriate environment without distractions
- save rapport building for another time
- have agenda and snacks
- determine regular roles and responsibilities
- divide and conquer
- keep a list of individual student concerns
- build in regular time for assessment and feedback
- save your plan and document for future
- use what/how/who
parent emotional response of having a child with disability
- denial, guilt, anger, shame, depression acceptance,
- cultural norms-source of shame
- religious beliefs-punishment to parents, loss of soul
collaboration with parents and families
SES, race/ethnicity and primary language, student grade level, nature and severity of disability
SES
low income families are least involved in education and services, but show high satisfaction
race/ethnicity and primary language
parents whose primary language is English are more likely to be involved and indicate that children are not getting services needed
student grade level
parents of elementary students are more involved than middle/high school, as older students are more independent
nature and severity of disability
parents of children with more significant disabilities are more involved in education and services but less satisfied than parents of children with less severe disabilities
developing partnership with paraprofessionals
- welcome paraprofessional
- establish importance as team member
3.clarify roles and responsibilities - establish shared expectations for student learning and classroom management
- ensure paraprofessional is guided by certified staff
- review paraprofessional activities regularly
- establish procedures for unexpected situations
- ensure paraprofessionals promote student responsibility
- establish times and ways to communicate
- evaluate effectiveness
building partnership with parents
1.think of parents as team
2. encourage meaningful participation
3. send clear and consistent message
4. put self in parents soes
5. demonstrate authentic interest in parent goals
6. use everyday language
7. talk with parents about how they want to share information
8. expand awareness-challenge stereotypes
9. creative effective forum for planning and problem solving
10. support full membership of all children
11. persevere in building partnership
12. listen to parent point of view
What are the roles and responsibilities of general education teachers?
- participate in development and review of IEP depending on the grade level
- IEP is a contract and teachers are required to meet goals on IEP
- IEP explains special education services provided
- IEP team is responsible to implementing IEP
- IEP can see IEP
- IEP is contract between parents and school district
What questions to ask parents to better serve the student with a disability?
- what are your child’s strengths and weaknesses?
- what is a realistic goal you want your child to achieve?
- any specific concerns?
- likes and dislikes?
