IPPN Conference 2009 Fiona King

Inclusion Pupils to be educated in the mainstream class does not refer to a physical space sense of belonging and identity Responsibility with the school to make instructional changes that promote educational success and a sense of belonging for all pupils Systemic change Is inclusion suitable or indeed possible for all students?

06/06/20163 "Let me get this straight -- I'm falling behind the other kids, so you’re gonna take me outta class, work me half as hard, cover half the stuff, teach me slower and expect me to catch up!?"

Inclusion Inclusive education requires: Class teachers to assume more responsibility for the design, implementation, and evaluation of students' educational programs (McDonnell, Hardman, & McDonnell, 2003). Support teachers need to learn how to work more effectively as collaborators in support of students' participation in general education classes (McDonnell et al., 2003). (Lamar-Dukes & Dukes. 2005)

Role of the Support Teacher IST- highly challenging role Move out of their classrooms Assessment of Student Needs Profile, IEP, Progress – Formative and Summative Curriculum working knowledge of content and outcomes expected link the curriculum content to specific outcomes for the student with a disability Shared responsibility of students Communication - Time

Role of the Support Teacher Collaborative Consultation reciprocal arrangement between individuals with diverse expertise to define problems and develop solutions mutually (Pugach & Johnson, 1996) Routine part of professional interaction CLASP model of collaborative problem-solving Clarify the problem Look at influencing factors Actively explore intervention options Select the best option Plan to implement the selected strategy (Voltz, Brazil & Ford. 2001)

A story Two shoe salesmen were sent to an underdeveloped country to suss out opportunities. Salesman A faxed back: No opportunity here. No one wears shoes. Salesman B faxed back: Fantastic opportunity here. No one wears shoes. 06/06/20168

Challenges of in-class support Space Noise Teacher Personalities / Attitudes Parental involvement Training – Professional development – visits to other schools, peer coaching, reading / discussion groups Needs of Pupils Content Teaching Styles Roles and Responsibilities of each Teacher Time for Planning and collaboration Timetables 06/06/20169

In-class Support To ensure in-class support is facilitated with respect and effectiveness, consider: Preplanning – not about an extra pair of hands! Identify pupils in need of assistance- pupils with and without LD Identify need for differentiated instruction Focus of instruction Assessment of progress Time of day, how many days.. Specific tasks for each teacher – parallel teaching IST – help class teachers learn and use strategies

06/06/ Where to start?? Look at number of pupils in need of support teaching Look at number of support teachers in the school Decide on the level of support each pupil needs In-class support, withdrawal or a combination Caseload division: by class, subject, needs….

06/06/ Start small Consider and discuss the challenges mentioned earlier Start with one focus of instruction (maybe reading fluency) Look at the various models of instruction (peer tutoring / co-operative learning groups etc.) and decide collaboratively which model would suit best Plan the content Roles and responsibilities of each teacher can be discussed and agreed

06/06/ Text Books and Workbooks Teaching what ’ s in the book V teaching pupils Many topics, insufficent opportunities for repetition Feel under pressure to complete books Focus on strategies, content to be taught In-class support is not an ‘ add-on ’ It is an alternative way

06/06/ “ The greatest enemy of understanding is coverage. As long as you are determined to cover everything, you actually ensure that most kids are not going to understand” (Brandt 1993)

Models of In-class Support Co-operative teaching Peer coaching Peer tutoring Co-operative / Collaborative Learning Parallel teaching Station teaching One teacher, one support teacher Whole class teaching

18 Models of teaching No one model is said to be the ultimate Better to use a variety of models Which model one uses depends on the focus of instruction i.e. if the focus of instruction is reading accuracy and fluency, then peer tutoring might be used for a term Abilities of pupils need to be considered

19 Parallel Teaching Class divided into two groups Same content taught Class teacher teaches one group Support teacher teaches another group Mixed or same ability groupings Immediate feedback for pupils Introductory and wrap up session at end

20 Parallel Teaching Will work in multi-class Class teacher take one class Support teacher take another class e.g Junior Infants for phonological awareness training Focus of instruction may change every few weeks Early intervention programme

22 Station Teaching Pupils working at different stations Each station has a different activity Pupils spend about twenty minutes at each station One teacher at each station, some independent stations One teacher at a station, other teacher circulating other stations Teachers swap roles

06/06/ Station Teaching 4 work stations – teachers rotate between groups Class teacher, Support teacher and SNA Teaching two groups SNA supervising games – Bingo with letter sounds Listening Centre / Computer station

06/06/ Station Teaching 3/4 adults Station 1 – Letters, sounds, blends with magnetic letters and whiteboards Station 2 - Writing station- Dictated sentences using same sounds, blends as station 1 Station 3 – Re- reading yesterday ’ s book Station 4 – Reading new book 10 /15 mins at each station

06/06/ Station Teaching Teachers plan work together Checklist type notes on pupils within each group – templates done out Progress reports can be written up daily at end of session – build in time – one teacher doing whole class oral wrap up session and another recording progress

06/06/ Station Teaching Maths Same ability groupings Topic teaching - differentiated Different level of teaching and rotate between stations e.g. games, computer, independent and teaching stations. Timetable – make separate slide her ewith This and maire’s timetable for half hour support. Put in after the slides of pictures Timetable

36 One Teacher, One Support Teacher One teacher teaches whole class Both teachers circulate at independent time Useful with hands-on activities Switch roles teach to your interests allow class teacher to work with pupils with SEN Keep an eye on needs of pupils and focus of instruction

Jigsaw Activity for Class Reader Sample Activity: Group of 20 5 in each mixed ability group sitting together– numbered 1 to 5 List of vocabulary Day one - Each number individually looking up words Day two – Number ones together, number twos …. - sharing definitions and explanations Day three – Back to original group as expert and share one word Day four – Share another word each in the group

40 Important Points Meeting needs of all pupils in-class may not be possible Withdrawal and in-class for some pupils Formative assessment is essential Keep an eye on IEP targets at all times No one best method Range of placement options and methods Case-by-case basis

Timetables Literacy timetable Literacy Timetable Term 2 In class support timetable

42 What children can do together today, they can do alone tomorrow. (Let Vygotsky, 1962)

43 I will pay more for the ability to deal with people than any other ability under the sun. (John D. Rockefeller)