Inclusion by chriscy

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									Collaboration in the Inclusion Classroom
Creating dynamic synergy and providing instructional strategies needed to successfully integrate special education students into the mainstream classroom
Collaboration in the Inclusion Classroom is a professional development series designed to give general teachers and special education teachers a customized plan for collaborating in a differentiated mainstream classroom. In a co-taught classroom, teachers are expected to share the planning, presentation, evaluation, and classroom management in an effort to enhance the learning environment for all students; however, without a roadmap this merger can sometimes feel more like an intrusion than inclusion. Unlike other inclusion trainings, these sessions provide specific co-teaching strategies and day-to-day management techniques for the shared classroom. This series covers several topics based on current research in the field of special education including Response To Intervention (RTI) methodology. All sessions are interactive including group-based sessions and on-site coaching. Below is an outline for each day of instruction.

Topic 1: Collaboratively Managing a Successful Inclusion Classroom
   The purpose and the benefits of having a collaborative classroom How to handle apprehension and personality conflicts How to prepare for collaborative classroom  5 Phase Co-Teaching Model as Developed by Friend &Cook  Co-teaching roles  Co-planning strategies  Co-teaching strategies  Time management  How to incorporate remediation Specific instructional strategies for working with the following learning disorders:  ADD and ADHD  LD  Autism and Aspergers Syndrome  Executive Dysfunction Disorder

Topic 2: Differentiated Instructional Strategies for the Special Education Student
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Topic 3: Diagnostic Visit with Observation and Evaluation

Because every school has a different special education program, there is not a one-size-fits-all solution. At Modern Red SchoolHouse, we believe the best help is given when we can explore your program and meet oneon-one with your general and special education teachers.  Custom analysis and feedback of practice  Interview Special Education and general teachers  Observation of special education classrooms  Observation of inclusion classrooms  Debriefing for revisions and next steps  Exit interview with the administrator

To schedule, or for more information, contact Agency for Educational Partnerships at: 615-354-7686.

Research and resources for the development of this module include:
Bishop P., and G. Allen-Malley. 2004. The Power of Two: Partner Teams in Action. Westerville, OH: National Middle School Association. Cramer, S. 1997. Collaboration: A Success Strategy for Special Educators. Needham Heights, MA: Allyn & Bacon. Friend, M., and L. Cook. 2003. Interactions: Collaboration Skills for School Professionals. Boston, MA: Allyn and Bacon. Graham, M. 1998. “On the Same Team.” Virginia Journal of Education, December, pp. 15-17. Mostert, M. 1998. Interprofessional Collaboration in Schools. Needham Heights, MA: Allyn & Bacon. Tomlinson, Carol Ann. 2001. How to Differentiate Instruction in Mixed-Ability Classrooms. Alexandria, VA: ASCD. Ms. Kathryn Bremner is a former math and science middle school teacher. During her ten years at the middle grades level, Ms. Bremner was a member of a collaborative team working extensively with gifted learning, special needs, and English as a second language students. In addition to her role as a classroom teacher, Ms. Bremner served as a clinical faculty member to James Madison University's middle grades program, co-teaching pre-service education classes. Ms. Bremner continues to work directly with the Virginia Middle School Association, the Virginia Advisory Committee for the Education of the Gifted, and the Virginia Schools to Watch program. Ms. Bremner received a B.S. degree in Sociology from Bridgewater College, an M.Ed. degree in Elementary Education with a concentration in middle grades curriculum and an endorsement in Educational Leadership from James Madison University. Dr. Phyllis Sanders has 30 years experience in public schools at all levels: elementary, middle, high, community college, and university. As an educational consultant, she combines education theories with practical realities of school life. Her work as a state administrator for South Carolina allows her to seek ways to examine best practices and strategies for improving student achievement and school performance, and she works closely with exemplary educators in their roles as mentors and coaches to classroom teachers. In addition to providing training and staff development for educators, she has done extensive work in parent and community involvement efforts. Her B.A. in English and both of her Master’s degrees (counseling and administration) were received from North Carolina A&T State University in Greensboro; her Ph.D. was received from the University of South Carolina in Columbia. In her research, she examined the practices of high poverty schools with high student achievement. Having participated in the Modern Red SchoolHouse process from selection to success, Ms. Jerita Maynard is intimately familiar with the main tenets of this process from the classroom side as well as from the facilitator’s point of view. She was a self-contained special education teacher and chair of the School Management Committee when her school began investigating whole school reform models. As an inclusion teacher, Ms. Maynard worked with a team to develop units that included entry points for all students and was very much involved with implementation of the Modern Red SchoolHouse design in the classroom. Integrating technology into assessment, curriculum design, and instructional strategies was a critical part of her role as the school’s Technology Facilitator. Ms. Maynard holds a B.A. from Lincoln Christian College in Illinois, an M.A. in curriculum and technology from Houston Baptist University, and a NJ Teacher of the Handicapped Certification from Glassboro State College.

To schedule, or for more information, contact Agency for Educational Partnerships at: 615-354-7686.


								
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