iiiiiMih—ki 111 ii1 n1 Mumi'i immiifiiiii i1 urn iniu'i^iiiiii'iyiwinMiiiiii1 w vmmwii nw\u\\w i'mii iiiiii'hiiiiiiiiiI'iIiHiuh—kii^ h1 h1 mimhiii'i Helena Vadurova, Ph.D. Diversity & Inclusion INCLUSION AS COLLABORATION ■ Collaboration ■ How people work together, not what they do ■ Style of professional choose to use in order to accomplish a goal they share ■ Collaboration is voluntary ■ Teachers need to take a decision to collaborate by themselves ■ Collaboration is based on parity ■ Teachers need to believe, that all individuals' contributions are valued equally ■ Collaboration requires a shared goal ■ Jointly creat and plan instructions ■ Collaboration includes shared responsibility for key decision ■ Shared responsibility reinforces the sense of parity ■ Collaboration includes shared accountability for outcomes ■ If teachers share key decisions, they must also share accountability for the results of the decision □ Collaboration is based on shared resources ■ Each teacher participation in a collaborative effort contributes some type of resource ■ Resources may include time, expertise, space, equipment or other assets Collaboration is emergent ■ Collaboration is based on belief in the values of shared decision making, trust, and respect among participants ■ The teachers' relationships will be characterized by the trust and respect with grow successful collaborative relationships ■ It's hard to collaborate but worth every minute of the effort ■ Reflecting on your personal belief system ■ What are your personal beliefs? ... ■ Collaboration vs. „Rather do myself" ■ Need for respect for others' belief systems ■ Refining your interaction skills ■ Collaboration is based on interaction skills ■ Communication skills - listening, nonverbal signs, tone of voice ... Steps for productive interaction - discussions, problem solving ■ Contributing to a supportive environment ■ Teachers contribute to school atmosphere by personal belief ■ Availability of time for collaboration - preparation period share: , A Sample Decision-Making Sheet for Problem Solving Problem Statement: How can we encourage Angela to work independently on assigned classroom tasks? Ideas: Digitally record instructions Have an assigned "study buddy" Let her choose the assignment Make the work easier Use pictures for directions Give her frequent breaks Ask a parent volunteer to help Decision Making: (3 ■ high, 2 - medium, 3 - low) Idea Criteria Total Rank Time commitment is reasonable for teacher Idea does not disrupt class routine Angela will work for at least 5 minutes 1. Recorded instructions 3 1 2 6 2. Study buddy 3 3 3 9 1 3. Easier work 2 2 2 6 4. Picture directions 3 2 3 8 2 5. Parent volunteerl 3 2 6 6. Choose assignment 1 2 1 4 7. Frequent breaks 2 2 2 6 □ - Co-Teaching ■ Two or more educators (general education teacher/special educator/other specialist) share the instruction for a single group of students ■ Popular service for delivery option in inclusive education ■ In heterogeneous classroom with several students with disability combining strengths of special educator and general classroom teacher create options for all students ■ Although, it's not an answer for all students with disability and every classroom in an inclusive school □ FIGURE 3.2 Co-Teaching Approaches One teach, one observe Station teaching Parallel teaching A Teacher • Student Desk/Table ■ One teach, One observe ■ One teacher leads the lesson, the other gather data on students to understand them better and make general instruction ■ Station teaching ■ Three groups of students where two of them include teacher-facilitated instruction ■ In the third station students work alone or with a partner (can be eliminated) ■ Parallel Teaching ■ Class division into two groups ■ Instructions may be provided in different ways (auditive/visual/etc.) ■ Alternative teaching ■ One of the teachers works with most of class while the other focuses attention on a small group ■ Remediation/Exceptional students ■ Teaming ■ Teachers share leadership in the classroom - both are equally engaged in the instructional activities ■ RE. One of the teacher introducing vocabulary while the other provides examples as a way to place the words in the context ■ One Teach, One Assist ■ One teacher is appropriately leading the lesson while the other is quietly assisting individual students ■ Successful implementation lays in sparring use of the model - Co-teaching Pragmatics ■ In co-teaching students are often grouped = student with SEN are integrated with their peers without disabilities ■ In s station teaching students with SEN are likely to be in each of three groups ■ Both teachers take on teaching and supportive role ■ Otherwise, special educator will be seen as a helper without teacher status ■ The best approaches to use depend on student needs, the subject being taught, the teachers' experience and practical considerations such as space and time for planning ■ Novice-teachers may prefer station teaching of parallel teaching over teaming ■ The type of curriculum sometimes dictates the approach □ parents What are you considered important for effective collaboration with parents? ■ The quality of interaction with parents is vital for education of students with SEN ■ Understanding the Perspective of Family members ■ We don't understand what is like to be the parent of a child with a disability unless we are the parents of one ■ Parent reactions to their Child's Disability ■ Grief - educators should respect it ■ Ambivalence - decisions concerning child with SEN which parents have to do are often difficult ■ Optimism - The child's needs are just part of configuration of needs that the child has. The emphasis is given on personality. ■ Parents' approach is based on many factors (complexity and intensity of disability, information, resources, family configuration, etc.) ■ Relationship with parents with depend on student's needs, the parent's desire to be actively involved in child's education and teacher's effort to make parents feel as your partnership is important One of the most important factor for creating strong relationship with parents - YOUR sensitivity to the parents' point of view ■ Involvement affected by pragmatic barriers - parent's job ■ Involvement may be a matter of economics (depends on resources) ■ In general ■ Your attitude towards parents and their perceptions of their children will greatly affect the interaction □ HOME-SCHOOL COMMUNICATION ■ Using informal and formal home-school communication to build a positive working relationship ■ Meeting with parents at the beginning of year ■ Afterwards weekly updates or progress reports (regularly) ■ Electronic communication i: LASS. Play, Learn and Grow... - INCLUDE Strategy ■ Systematic approach for helping students with SEN (USA) Combine universal design and differentiated instruction ■ Universal design = instructional materials, methods and assessments designed with build-in supports (print alternatives such as graphics, video and digital text which allow students with reading difficulties to easily access the subject ■ Differentiated instruction = variety of teaching and learning strategies which are necessary (includes materials and tasks at varied levels of difficulty) - INCLUDE Strategy ■ Step 1 Identify classroom demands ■ Step 2 Note student learning strengths and needs ■ Step 3 Check for potential problem areas ■ Step 4 Look for potential problem areas ■ Step 5 Use information to brainstorm ways to differentiate instruction ■ Step 6 Differentiate instruction ■ Step 7 Evaluate student progress STEP 1: IDENTITY CLASSROOM DEMANDS Classroom environment significantly influences what students learn Classroom management ■ Physical organization ■ Classroom routines ■ Classroom climate ■ Behaviour management ■ The use of time for instructional and non-instructional activities Classroom Grouping Instructional Materials Instructional Methods step 2; note students leärni A disability label cannot communicate a student's complete learning profile Academics ■ Basic skills including reading, math, oral and written language ■ Cognitive and learning strategies ■ Memorization, textbook reading, note taking, test taking and general problem solving ■ Survival skills ■ Skills practiced by successful students such as attending school regularly, being organized, completing tasks, etc. Social-Emotional Development ■ Classroom conduct, interpersonal skills, personal-psychological adjustment Physical Development ■ Vision and hearing level, motor skills and neurological functions (^) INCLUDE STRATEGY - STEP 3 / STEP 4 ■ Step 3: Check for Potential Areas of student success ■ Analyzing student strengths ■ Step 4: Look for Potential Problem Areas ■ Student learning needs are reviewed within a potential mismatches ■ Secondary effects of SEN (side effects of dyslexia, etc.) ways to dSStiite mSWflON ■ Once the mismatches are identified the ways to eliminate or minimize their effect are planned ■ Bypass or compensatory strategies ■ To overcome the difficulties (ICT support, grammar lists, etc.) ■ Instructional methods, materials, grouping and classroom management ■ Student with attention problems might be seated near the from of the room ■ Intensive instruction on basic skills and learning strategies ■ For students who need greater degree of instruction □ ■ Select age-appropriate strategies ■ Select strategy which matches the student's age ■ Select the easiest approach first ■ Accommodation needs to be feasible for general education teaches ■ Time effectivity ■ Select accommodations and modifications you agree with ■ It's easier to implement approach you believe in ■ Determine whether you are dealing with a „canft" or a „ won't" problem ■ Can't means student cannot despite his/her effort ■ Won't means lack of motivation ■ Give students choices ■ Adding the element of choice - encourage students to be responsible for their learning ■ Select strategies with demonstrated effectiveness ■ Use contemporary approaches approved by researches ^ Bloom's Taxonomy ^ Produce new or original work Cl vol" Design, assemble, construe*.conjecture, deiefop. formulate,author, investigate evaluate Justify a stand or decision appraise, argue, defend, judge, select, support, value critique, weigh Draw connections among ideas differentiate, organize, relate, compare, contrast distinguish, examine, experiment, question, test Use information in new situations execute, implement, solve, use. demonstrate, interpret operate, schedule, sketch Explain ideas or concepts classify, describe, discuss, explain, identify, locate, recognize, report, select, translate Recall facts and basic concepts define, duplicate, list. men>orize. repeat, state Vanttett bill Unrversity Onter = It teacher salary man CEO = I politician b 11 r or»<