1. 4. Communication with Other Professionals
1.1. a. Principles of communication
1.1.1. i. Mutual respect and Trust- individuals will have more confidence in you and be more willing to work with you to benefit students with disabilities if you establish a relationship of respect and trust with them.
1.1.2. ii. Acceptance- people know if you do not accept them or do not value what they have to say. Acceptance is communicated by how you listen look respond and interact with others.
1.1.3. iii. Listening- effective listeners listen for the real content of the message as well as the feelings in the message.
1.1.4. iv. Questioning- knowing what type of questions to ask to help individuals to obtain the information they need. Questions can be opened or closed.
1.1.5. v. Staying directed- a skillful consultant can respond to others and still keep discussion focused.
2. 5. Developing Interviewing Skills
2.1. a. Interviews are the key to open communication and effective intervention. Interviewing skills help to meet the need to ask questions that's in form into follow-up appropriately on information provided. There are five steps too good interviewing.
2.1.1. i. Ask open questions
2.1.2. ii. Obtain specificity
2.1.3. iii. Identify the problem
2.1.4. iv. Solve problems
2.1.5. v. Summarize and give feedback
3. 6. Working with Other Professionals
3.1. a. 90% of all students with learning and behavioral disorders are included for all or part of the day a positive Cooperative working relationship with General teachers may be most important of all.
3.2. b. Collaboration in RTI model
3.2.1. i. (RTI) Response to intervention can help identify what supplemental instruction are intervention students do I need to catch up to their grade level peers.
3.2.2. ii. Collaboration between professionals also help schools address the number one challenge two successful inflammation of RTI scheduling. By having teachers work collaboratively and creating schedules conducive to providing interventions schools are better able to offer interventions on a consistent basis.
3.2.3. iii. Collaboration can be used to ensure that the intervention teachers are delivering interventions with fidelity.
4. 7. Individuals with Disabilities Education Act and Family Involvement
4.1. a. Individuals with disabilities Education Act or IDEA
4.2. b. This law ensures that all youngsters with disabilities receive a free appropriate public education which emphasizes special education and related Services designed to meet their unique needs.
5. 1. Successful Inclusion and Co-teaching
5.1. a. The first key to making inclusion work is to cooperate with the general classroom teacher and to observe the learning and social demands.
5.2. b. The second key is to gain commitment from the student
5.3. c. The third key is to begin simulating those learning and social demands in my classroom.
5.4. d. The fourth key is to monitor the student and to continue to work with the classroom teacher to modify and adapt materials, methods, and the teaching-learning environment as needed.
6. 2. Consultation and Collaboration
6.1. a. What is collaboration? Collaboration refers to the interaction that occurs between two professionals and the rules that they play as equal partners and problem-solving endeavors.
6.1.1. i. Work together to solve problems and generate feasible solutions that they Implement and evaluate.
6.1.2. ii. Reflect on their own instructional practices and are eager to make changes that improve outcomes for students.
6.2. b. What are some of the ways in which special education teachers might expect to
6.2.1. i. One important way in which special education teachers collaborate with general education professionals is in developing ways to make curricula more accessible two students with special needs.
6.2.2. ii. Additional ways in which special education teachers collaborate with general education teachers include:
6.2.2.1. 1. Co-teaching working with classroom teachers to provide instruction together and general education classrooms.
6.2.2.2. 2. Consultant teaching working with classroom teachers to solve problems for students with disabilities.
6.2.2.3. 3. Coordination of paraprofessionals working with classroom teachers to coordinate and support the activities of paraprofessionals who assist students with disabilities in general education classroom.
6.2.2.4. 4. Teacher assistance teams (TATs) participating in school-based teams the professionals classroom teachers and administrators that assist classroom teachers in meeting the instructional and behavior needs of individual students.
6.2.3. iii. Content versus accommodation Classroom teachers recognize that state and National laws pressure them to cover more content. This issue is not insolvable. Teachers are willing to make out of stations and accommodations they believe will help students and do not require extensive amount of preparation.
6.3. c. Collaboration Issues and Dilemmas Special education teachers need to recognize several issues and dilemmas to perform their job effectively.
6.3.1. i. Student ownership traditionally speaking special education students have been the responsibility of the special education teacher even if they were placed in the General Ed classroom for part of the day.
6.3.2. ii. Individual versus Class Focus General education teachers focus on teaching the content and less I'm teaching individual students. Special education teachers plan instructions the aims at the needs of individual students. General and special education teachers need to develop Solutions and promote content support within a model that provides the necessary instructional support for students with special needs.
6.3.3. iv. New rules for special education teachers These rules can include supporting special education students in the general education classroom; teaching with another teacher in a content area in which they have little to no background, particularly at the secondary level; Helping students with assignments; and engaging and disciplining classroom management of a range of students
6.3.4. v. Real world versus the students world Classroom teachers feel that they are preparing students for the real world from their perspective, people in the real world do not make accommodations for different learning styles. Special education teachers can handle the problem in this way present to the teacher the fact that employers are required by law to make reasonable accommodations for individuals with disabilities. Additionally let the teacher know that you will only ask the teacher to make accommodations and adaptations that are useful to most students in the classroom. In fact, instructional interventions that are used to improve learning for students with disabilities are at least as effective and sometimes more effective for students without disabilities.
6.4. d. Problem-Solving Models
6.4.1. i. Define the Problem
6.4.2. ii. Plan an Intervention
6.4.3. iii. Implement the Intervention
6.4.4. iv. Evaluate the Students’ progress
7. 3. How Co teaching Works
7.1. a. Co-teaching or cooperative teaching occurs when General and special education teachers work cooperatively to ensure that all students in the classroom including students with disabilities are provided appropriate instruction.
7.2. b. Co planning special education teachers Co planning with general education teachers for the students with special needs work in their classroom.
7.3. c. Co-teaching models
7.3.1. i. Model A one group 1 Lead Teacher 1 teacher teaching on purpose. Teaching on purpose is a method of checking for understanding and providing short installments of explicit instruction that are related to key ideas concepts for vocabulary from the main lesson.
7.3.2. ii. Model B two mixed ability groups to teachers teach the same content. The class is divided into two mixed ability groups, and each teacher instructs one group. The purpose of this coal teaching model is to reduce the group size increase the number of opportunities for students to participate and interact with one another and to have their responses and knowledge monitored by a teacher
7.3.3. iii. Model C two same ability groups teachers teach different content. Students are divided into two groups on the faces of their skill level in the topic area.
7.3.4. iv. Model D multiple groups teachers monitor slash teach Model D. This is when you have This is when you have several heterogeneous groups and one or two homogeneous groups based on skill level one or both teachers work with groups for the entire period.
7.3.5. v. Model E whole class to teachers teach together in this model teachers work cooperatively to teach a lesson.