Collaboration, Consulation, CoTeaching Defined

Collaboration, Consulation, CoTeaching Defined -...

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Unformatted text preview: Collaboration, Consultation, Collaboration, Consultation, & Co­Teaching Why are we concerned? How are these defined? What do they look like in practice? Inclusive Practice Inclusive Practice • Legislative mandates: – NCLB – IDEA • Research findings that provide evidence of challenges: – Beginning teachers……Isolation – General education teachers: knowledge of disabilities? – Special education teachers…knowledge of content? – Secondary teachers…numbers of students What is collaboration in the broad What is collaboration in the broad sense? Collaboration is HOW people work together, not WHAT they do. Collaboration is shared problem solving. Collaboration is a key ingredient of teaching. Parents Administrators Colleagues What common characteristics What common characteristics identify true collaboration? • Collaboration is voluntary. • Collaboration is based on valuing all contributions equally, i.e. parity • Collaboration requires shared: – – – – Goals, Responsibilities, Accountability, and Resources. Co­Teaching Co­Teaching • Two or more educators sharing instruction for a single group of students, usually in a single classroom setting. – – – – – – One teach, one drift or assist One teach, one observe Station teaching (content varies; sequenced) Parallel teaching (group size) Alternate teaching (intense instruction, remedial) Team teaching Consultation Consultation • A problem solving process where one professional has a particular area of expertise. • Most often occurs when inclusion students do not have direct services in the general education setting. Paraeducators Paraeducators • Engage individual and small groups of learners in instructional activities developed by teachers, • Carryout behavior management and disciplinary plans developed by teachers, • Document and provide objective information about learner performance that enables teachers to plan and modify curriculum and learning activities for individuals, • Assist teachers with organizing learning activities and maintaining supportive environments. (Pickett, 2010) Activity (3­way Interview) Activity (3­way Interview) • Find a shoulder partner. • Each partner shares an example of co­ teaching, collaboration, and/or consultation that has been observed or experienced in a secondary setting. Include observations of paraeducators, if possible. • As a whole group, be prepared to describe your partner’s experience. References References • Conderman, G., & Johnston­Rodriguez, S. (2009). Beginning teachers’ views of their collaborative roles. Preventing School Failure, 53 (4). • Friend, M., & Bursuck, W. (2009). Including students with special needs: A practical guide for classroom teachers. Boston, MA: Allyn & Bacon • Lee, H. (2007). Collaboration: A must for teachers in inclusive educational settings. Retrieved April 10, 2007 from http://iris.peabody.vandervilt.edu/info_briefs/shure/collaboration.ht • Pickett, A. (2010). Paraeducators: The evolution of their roles, responsibilities, training, and supervision. Retrieved September 11, 2010 from http://ici.umn.edu/products/impact/152/over2.html ...
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