Collaborating &

Co-teaching for Students Who Have Special Needs

Rebecca ChaneyLauren Crumbacker

Taylor Ferguson

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

UDL Components

Teach and Monitor Parallel Teaching Station Teaching Team Teaching

Planning and Delivering Instruction

~Co-teaching Approaches~

LESSON PLANNING FORM

Curricular

Adaptations Activity: Wall Wisher

In a group, post as many curricular adaptations that you can think of on the wall wisher page. http://www.wallwisher.com/wall/ufCgZX3AfD

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

Designing Curricular Adaptations

~Definitions~

Making Text Accessible

Debatable Topic Blind – Braille or audio format Learning disability - ??? ELL - ???

All students should have access to text!!!

Designing Curricular Adaptations

Designing Curricular Adaptations

~Response to Intervention (RTI)~

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

Reasons for Problem Behavior

Five Steps:

1. Identify the Problem Behavior2. Describe the setting(s) where the behavior

occurs3. Gather information about the behavior4. Review the data5. Form a hypothesis about the function of the

behavior based on data gathered

Designing Curricular Adaptations

~Functional Behavior Assessment (FBA)~

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.

FBA Scenarios

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

Designing Curricular Adaptations

~Behavior Intervention Plan (BIP)~

I don’t know how vs. I don’t have time

Should be reasonable and feasible for the situation

Planning and Making Adaptations

• Digital Text Format

oEnlargement

oRead aloud

oPrintable

Digital Resources

• Adapted Outcomes

o For students with moderate learning and behavior problemso Students are expected to master most but not all of the content o Examples:

reduced number of practice problems, mark some text to be read and others to be skimmed, highlight text

• Functional Outcomeso For students with severe cognitive challengeso Social/behavioral development, self-help skills, language development

etc.o Example:

A student with counting & language development goals may count, sort, & talk about seeds during a science class

• Enhanced Outcomeso For students with high ability

Making Modifications

Guidelines for planning remedial

instruction

1. Only tutor one to three students at a time2. Some students need one on one tutoring3. At least 50 hours of instruction is necessary to

improve4. Tutor at least 3 times a week (everyday is best)5. Sessions should last between 30 and 45 minutes

Planning Remedial Instruction

Seven Critical Components of a Successful Peer-

Tutoring Program

1. Highly structured lesson formats2. Work on material already covered in class3. Use a mastery model of instruction4. Schedule sessions frequently and for an appropriate amount of time5. Provide tutor training and supervision6. Keep daily performance data: assignment record, diary, calendar

etc.7. Choose tutors carefully based on the characteristics of the student

Peer-Tutoring

• Teach students how to be successful

• Communicate their own special needs

• Self-advocacy formo List of what works and what the teacher

acceptso Example page 249

Self-Advocacy

• 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:

o Frequent, timed mini-testso Practice testso Underline key wordso Provide study guideso Test orally

Adapting Tests

• Adapting text can be the most powerful accommodation, but

it’s the most difficult and time consuming• Types of text adaptations

1. Bypass Reading Read text aloud

2. Decrease Reading Reduced vocabulary, omit unnecessary parts

3. Support Reading Add supplemental information to aid understanding

4. Organize Reading Graphic organizers

5. Guide Reading Study guides

Adapting Text Materials

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

Monitoring Progress

Collaborating and Co-teaching for

Students with High Abilities

Characteristics

A student who is ….

Creative

Imaginative

A problem solver

Often exhibits leadership qualities

Actively converses in conversation

Has many interests and follows them with zeal.

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

Identification

TEACHER REFERRAL

CHECKLIST

INTEREST INVENTORY

Tailoring Curriculum

The “ one size cannot fit all” emphasizes the need for differentiated curriculum that is tailored or the individual.

Four conditions1. Release from repetition of material already learned. 2. Removal of ceilings of prescribed curriculum.3. Use flexible pacing that allows for enriched learning experiences 4. 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

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

Co-Educator Roles for Students of High Ability and Talents

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

Curriculum Compacting

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

Learning Opportunities in School

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.

Activity

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.

Tips for Collaborative Planning and Teaching