1. Inclusive Education: Collaborating to Create a Successful Classroom Environment
By: Kristine Lara

3. What is Inclusion?
Providing specially designed instruction and supports for students with special needs in the context of regular education settings.
When every child is welcomed and valued regardless of ability or disability.

4. Inclusive Education is an Attitude
It means the doors to schools, classrooms and school activities are open to every child and they are afforded every opportunity to be included with their non-disabled peers.
The focus is on giving every child the help s/he needs to learn.

5. Inclusive education is NOT:
Dumping kids with disabilities into general classrooms without the supports and services they need to be successful.
Cutting back special education services as a “trade off” for being in the general education classroom.
Sacrificing the education of kids without disabilities so kids with disabilities can be included.

6. Each student has an IEP
In the U.S. each special education student has an IEP which lists:
learning goals and objectives for the coming year
the services and supports the student will receive
accommodations for the student (different ways of learning or responding)
if and to what extent the general curriculum will be modified for the student
if and why the student will be out of the general education classroom and away from non-disabled students.

7. IEPs Must: IEPs must have:
“ A statement of measurable annual goals, including benchmarks or short- term objectives, related to meeting the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for non-disabled children), or for preschool children, as appropriate, to participate in appropriate activities.”
Individuals with Disabilities Education Improvement Act, 20U.S.C.1414(d)(1)(A) and (d)(6)

8. Least Restrictive Environment (LRE)
Describes where a child will get services: * It should put the fewest possible restrictions on how much time is spent with kids without disabilities.

9. LRE Cont…
Starts with the assumption the student will be in the general classroom, with supports as needed.
If that won’t work full time, pull the child out of the general classroom for part of the day for therapies or resources. This should be done as seldom as possible.
Only if all other options fail should the child be separated from the general classroom.

10. Co-teaching = Partnership
It takes….. TWO!!
or more
Both certified professionals need to step up & go above and beyond
There is a joint delivery of instruction
Creation of diverse groupings in a shared classroom space

11. Everest: Reaching the Summit as a Team
Leader In Me Video
ary
We will work as a team to collaborate ideas, and to support one another.

12. Collaboration
“The systematic process in which we work together to analyze and impact professional practice in order to improve our individual and collective results.”
Rick DuFour, 2003

13. Co-Teaching
Co-teaching occurs when two or more certified teachers jointly deliver substantive instruction to a diverse, or blended, group of students in a single physical space.

14. Rationale for Co-Teaching
Promotes principles of Inclusive practices among teachers
Provides a number of benefits for students and teachers

15. Roles and Responsibilities in Co-Teaching
Plan Curriculum
Adapt Instruction
Deliver Instruction
Assess Student Progress
Grade / Evaluate
Keep Records
Parent Communication
Create / Adapt Materials
Develop Instructional Strategies
Facilitate Test Modification
Re-Teach / Reinforce Lessons
Provide Emotional Support
Create I.E.P.
Implement I.E.P.
Create Behavior Modification Plan
Implement Behavior Modification Plan

16. Co-Teaching Approaches
Whole Group
One Teach, One Observe
(Lead & Support)
Team Teaching
Speak and Add
Speak and Chart
One Teach, One Assist (Shadow Teaching)
Stress – flexibility for all… “fluid”…jello
Lead and Support/One Teach, One Observe… Collection of data for instructional purposes, role exchange -- Friend suggests use 5-10% of instructional time
Speak and Add, Speak & Chart … partners deliver instruction together; “one brain in two bodies” --- Friend suggests 20 – 30% (higher for MS/HS; lower for elem); be conscious of teaching styles
Shadow/One Teach, One Assist… One leads instruction, one circulates and assists, prompts students --- Friend suggests use <20%

17. One Teach, One Observe (Lead and Support)
One co-teaching partner leads the instruction, while the other partner collects data through observation
Monitoring progress is based on preset criteria
Co-teaching partners pre-determine specific observational information to gather during instruction and together analyze the data for instructional decisions
It is recommended to use this approach 5 to 10%
Roles are to be exchanged to sustain teacher parity

18. One Teach, One Observe Video

19. Strategies for Implementing One Teach, One Observe
Communicate in/out boxes that do not interrupt teaching
Behavior documentation charts
Posted homework charts
Materials station- both teachers need access
“See Me Later” Cards

20. Teaming Approach Speak & Add, Speak & Chart
Both Co-teaching partners are fully engaged in leading the delivery of core instruction at the same time
Co-Teaching partners are delivering the same instruction simultaneously
Co-teachers may have equally active roles, such as one co- teacher leading the large-group lesson while the other models note-taking (Speak & Chart) or restates key concepts for clarification (Speak & Add)
It is recommended that this approach be used 30%
This approach requires the highest degree of collaboration and trust between the Co-Teachers. One brain in two bodies. Professional marriage, they can finish what the other one is saying.
Each teacher speaks freely during large-group instruction.
Each teacher moves among all students in the class.
Instruction becomes a conversation, not turn-taking.
The Collaborative Partners share in the process of instructing all students, whether that occurs in large group, monitoring students working independently, or facilitating group-work.
The form of Co-teaching requires that the two teachers are able to merge their teaching styles:
one teacher lecturing and the other teacher providing a graphic organizer of the material
one teacher lecturing while the other teacher is writing notes on the overhead
both teachers role playing a discussion or debating an issue
one teacher lecturing and the other teacher asking questions to clarify information

21. Speak and Add Co-Teaching partners are teaching at the same time.
One partner leads the instruction while the other adds to the lesson by…
~ asking students questions,
~ stating important information,
~ asking co-teaching partner for clarification (referencing),
~ uses humor,
~ adds another perspective, and
~ adding new information by way of anecdotes, real world examples, short stories, etc.

22. Strategies for Implementing Speak and Add
Develop a signal before interjecting information
General educator asks for input
Questions are asked for clarification
Engage in referencing

23. Speak and Chart
One co-teaching partner presents the information, while the other charts key points and student responses.
Variety of graphic organizers are used to model connections of information
Copies of organizers and note taking are modeled

24. Strategies for Implementing Speak and Chart
Have a variety of graphic organizers to model connections of information
Copies of organizers and note taking assists all learners
Use copies for students who have been absent
Use charting for review

25. One Teach, One Assist Approach (Shadow Teaching)
One co-teacher is primarily responsible for delivery of core instruction while the other co-teacher circulates through the classroom providing support to students as needed.
This approach is the most commonly used, but the least preferred
It is recommended that this approach be used less than 20%

26. One Teach, One Assist
Video

27. Strategies for Implementing One Teach, One Assist (Shadow Teaching)
Use proximity control.
Have additional supports available for student use.
( e.g. dictionaries or calculators for some students,
vocabulary cards for others)
Model appropriate behavior for class
(e.g. active listening)

28. Getting to Know Your Partner
Establish rapport
Identify your teaching styles
Discuss strengths and weaknesses

29. Preparing to Co-Teach Co-teaching Partners:
Compare strengths each brings to the partnership
How will the similarities shared contribute to the effectiveness of the co-teaching partnership?
How might their differences contribute to the effectiveness of the co-teaching partnership?

30. Co-Teaching Partnership
General Education Teacher
List at least one or more personal beliefs about instruction and learning.
List two strengths I believe I can bring to the co- teaching partnership.
Special Education Teacher
List at least one or more personal beliefs about instruction and learning.
List two strengths I believe I can bring to the co- teaching partnership.

31. Shared Strategic Teacher General Education
Trainer Note: Copy this as a handout.
Directions: With your co-teaching partner, compare notes on what knowledge, skills, and characteristics you bring to your co-teaching partnership. Complete the top section of the Venn Diagram together.
Within the bottom half of the Venn Diagram, together respond to the following questions (go to next slide to show questions):
Convey:
Independently complete your section of the Venn Diagram by responding to the questions (previous slide).
With your co-teaching partner(or complete hypothetically with a participant near you), compare notes on what knowledge, skills, and characteristics you bring to a co-teaching partnership. Complete the Venn Diagram and then respond to questions that follow.

32. Blending Expertise *How are we similar?
How can these similarities contribute to the effectiveness of our co-teaching partnership?
*How are we different?
How might these differences contribute to the effectiveness of our co-teaching partnership?

33. Blending Expertise
-Review what you have documented that each of you brings to the partnership.
-What are the areas that neither of you mentioned that could enhance your partnership’s instructional practices?
-How could you work together to be sure that you include these areas into their shared instructional practices?

34. Pulling it all together
Each teacher brings expertise to the Co-teaching Partnership
Each Co-teaching Approach has its advantages and disadvantages
Multiple and varied approaches are recommended for any given co-teaching arrangement
It is recommended that a minimum of two approaches be utilized, to start
Choice is based on the learning needs of students and co-teaching partnership
Even though certain co-teaching approaches are recommended for use more than others, no co-teaching approach is considered to be the best; each has advantages and disadvantages. Multiple and varied approaches are recommended for any given co-teaching arrangement; with a minimum of three approaches being utilized. Through planning, co-teaching partners determine the co-teaching approach based on specific purposes for instruction, keeping in mind that initial delivery of content must be provided by a teacher who is highly qualified in the core academic subject and students are grouped temporarily. (adapted by Cooperative Network/Co-Teaching Workgroup from Co-Teach by Friend & Cook, 2008).
It is not necessary to utilize all approaches, but are based on the learning needs of students and co-teaching partnership. The percentages provided are guidance for the recommended use of each approach. Marilyn Friend suggests that co-teaching partners target approaches to where the percentages total near 100%; for example, Station Teaching (30%); Alternative Teaching (30%); Teaming (30%); and Lead and Support (10% )or a total of 100%.

35. Pulling It All Together……
Directions:
Begin discussion/planning:
“Preliminary Discussion Questions”
a. Begin co-planning for implementation
Co-Teaching Approaches - Prioritize for initiating implementation:
a. Determine how each approach could align with the content delivery, learning strategies, and students you share 
b. Choose a minimum of two approaches to start with
c. Develop a list of tasks and responsibilities necessary for joint implementation:
I. Parity
II. Processes
III. Classroom Management

36. Next steps…..
Begin preparations for prior to school starting by preparing for the class/students you will be sharing:
“Preparing to Co-Teach Checklist Co-Planning
Plan for Day /Week 1 by planning for introduction of partnership to our class students, parents
Prepare to jointly teach classroom expectations
Begin utilizing the chosen Co-teaching Approaches (Day 1)
Reflect, Reflect, Reflect

37. Let’s start co-teaching!!
Questions or Comments
Let’s start co-teaching!!

38. References
Educating Students with Disabilities in General Education Classrooms: A Summary of the Research. (n.d.) Retrieved July 10, 2014, from _Research_ Summary.pdf
NCSET.org (2013, July). Collaboration Between General and Special Education: Making it Work. Retrieved July 10, 2014, from asp?id=1097

39. References Cont…
Vaughn, Sharon, Schumm, Jeanne, & Forgan, James. (n.d.) Instructing Students With High Incidence Disabilities in the General Education Classroom. Retrieved July 10, 2014, from pters / Instructing_Students_With_HighIncidence_Disabilities_in_the_Gene ral_Education_Classroom.aspx

40. References Cont…
Kasa, Christi, & Causton-Theoharis, Julie. The Peal Center. (n.d.) Strategies for Success: Creating Inclusive Classrooms that Work. Retrieved July 10, 2014, from /PEAL-S4Success_20pg_ web_version.pdf

41. References Cont…
(Summer 2013). Co-teaching - Service Delivery Model: Building Background Knowledge to Close the Gap for all Students [PowerPoint Slides]. Retrieved from OT2lQJ :education.ky.gov/school/Documents/CoTeachingOverview 7% %2520BowlingGreenvideos%2520removed pptx+&cd =1&hl= en&ct= clnk&gl=us

42. References Cont…
(n.d.) Inclusive Education: When Every Child is Welcomed & Valued Regardless of Ability or Disability [PowerPoint Slides]. Retrieved from nREJ: service%2520Presentations/Mary%2520Ann%2520Voss%2520- %2520Modifications%2520and%2520Adaptation%2520in%2520Inclusive %2520Education/Inclusive%2520Education.ppt+&cd=1&hl=en&ct=clnk &gl=us

43. References Cont…
Smith, Whittney. (n.d.). Inclusion in the Public Schools [PowerPoint Slides]. Retrieved from cxTt4ZTUJ: on%2BPresentation.ppt+&cd=1&hl=en&ct=clnk&gl=us

44. Feedback from my Administrator
Did I get the message across?
Yes, about why we do this and how we can do this.
2. Will this information build the capacity of staff to support positive results for students with disabilities?
Yes, as long as there is administrative support and oversight, since teachers have varying comfort levels with having another teacher in the classroom.

45. Feedback from my Administrator
3. Have I incorporated the message of compliance with improved educational outcomes for students with disabilities?
Yes, in the section about IEPs at the beginning. 
4. Have I incorporated the message of the roles/responsibilities of general education and special education teachers in relationship to the core academic classes as required?
Yes, with varied approaches to choose and try.