Why Map?Inclusion Model Aveson Charter

Schools

Objectives

• understand Aveson’s vision for specialized services and how this vision aligns with a focus on global competence

• examine the components of an inclusion model

We will provide precise instruction based on

student strengths and needs to all students in

order to accelerate learning in an inclusion

model.

from the ISSN Matrix…

As part of a comprehensive approach to ensuring student success, the school assists students who do not yet meet standards through a multi-tiered system of proactive supports and interventions.

Students with disabilities are supported in chronologically age-appropriate general education classes

Receive the specialized instruction delineated by IEP within the context of the core curriculum and general

class activities

MEMBERSHIP in the general education classroom community is key

Inclusion is NOT mainstreaming

Mainstreaming confers a sort of “dual citizenship” in two settings

What is Inclusion?

Inclusion Model Components

• Ownership of IEP goals, accommodations, and modifications by general education teachers, specialized academic instructors, and paraprofessionals

• Collaboration between general education teacher, specialized academic instructors, and paraprofessionals

• Implementation of appropriate co-teaching models (lead-support, alternative group, parallel teaching, station teaching, team teaching)

One teacher leads the lesson, whilethe other helpsindividual students.

6 times 8 is greater than or less than

45?

Here, let me show you.

One teacher can have primary responsibility for teaching while the other:Observes particular student

behaviorsAssesses individual studentsCirculates through the room

providing unobtrusive one to one assistance

Avoid the “paraprofessional trap,” where the special educator becomes a paraprofessional, merely an “assistant” in the GE classroom

Lead-Support

Once students understanda concept or procedure, one teacher goes on with the lesson while the other re-teaches them to a small group.

OK, you’ve got it, so let’s go onto the next problem.

Let’s go over it again.

One teacher works with a small group needing re-teaching while the other provides enrichment or alternative activities for the rest of the class. This can be used for pre-teaching, enrichment and/or assessment.

Alternative Teaching

Parallel Teaching

Both teachers teach the same information, but they divide the class group and do so simultaneously

24 X 6 = 24 X 6 =

The class is divided into two groups. Each teacher teaches the same topic to one group.

Teachers divide content and students. Each then teaches the content to one group and subsequently repeats the instruction for the other group. Sometimes there is another “station” for independent work or computer work.

Station Teaching

With a partner, cut out the pizzas and paste them onto your paperto show the expressions on this list: 8/4, 21/2, 3/3

Look at the first problem, 8/4.

If you have eight pieces of pizza and you need to give it to 4 children, how many does each child get?

Teacher-led Group

Teacher-led Group

Independent Group

Both teachers are delivering the same instruction at the same time. One may model while the other speaks, one may demonstrate while the other explains, the teachers role play, or they may simply take turns delivering instruction.

Team Teaching

We are learning how to multiply

two digit numbers by one digit.

16x2

One teacher gives the lesson orally while the otherpresents it visually for the students.

Team teaching reduces the stigma for students with disabilities and learning difficulties.Because they are included with their

normally achieving peers, the stigma of a “disabled” label is reduced, and social skills improve (Zigmond & Baker, 1995).

In addition, behavior problems DECREASE due to peer pressure and higher expectations.

Most importantly, students benefit!

Co-planning and co-evaluation is a key part of the process