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| Co-Teaching and Specially Designed Instruction: What does it look like? |
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A common misconception in co-teaching is that the special educator and general educator should look exactly the same in a co-taught classroom. After all, if
co-
teaching
approaches
are
used effectively and with fidelity, if lessons are differentiated, and if accommodations are provided by both instructors, how do we define the role of the special educator?
Co-teaching is the method, or approach, where specialized services are delivered to students with disabilities. Special educators are equipped with a wealth of valuable knowledge, supports, techniques, and strategies to bring to the co-teaching partnership. However, the primary responsibility of the special educator is to deliver specially designed instruction (SDI)
to
s
tudents with disabilities.
SDI is the purpose of special education; it is the student's Individualized Education Plan (IEP) and it details the specialized instruction that students with disabilities are entitled to receive. SDI is rarely questioned when students are receiving instruction in a special education classroom. However, when co-planning and co-instructing, the special educator must contribute his expertise to the co-taught classroom by having knowledge of:
- Student assessed needs (Present Level of Performance),
- IEP goals and objectives,
- Changes in content, methodology, or delivery of instruction,
- Instruction that is planned, documented, and evaluated, and
- Strategies that students can use to access the general curriculum.
As you begin a new school year, plan how you will deliver SDI to students in your co-taught classroom. Here are some resources to get you started:
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| Scripting, An evidence based practice for students with Autism |
Do you have a favorite movie that you find yourself repeating lines and scenes word for word or as a comment when responding in a conversation? Do you write out what you want to say to someone before having a conversation? Do you watch a
You Tube
video to follow the steps to create something? Then you have used scripting. Visual scripts and related educational strategies such as video modeling and social script narratives provide visual or auditory cues to promote communication and social skills. Scripting is an evidence-based practice that
entails presenting learners with a verbal and/or written description of a specific skill or situation to follow as a model to improve communication and social interactions. Scripting helps learners to anticipate what may occur during a given activity and improve their ability to participate. Scripts are practiced repeatedly before the skill is used and then systematically faded when the learner demonstrates independence in a variety of settings or situations.
Scripts can...
- Help provide the language necessary to initiate, maintain, extend
and
terminate social and conversational exchanges;
- Provide clear expectations in structured and unstructured activities;
- Improve socialization and play skills;
- Improve vocational skills by providing a means to ask for assistance or comment on a concern;
- Structure responses to conversations and/or ideas that connect conversations by incorporating appropriate phrases or responses to common questions; and
- Be used to talk about special interests.
Some additional information about scripting can be found at:
Ask an Autistic #7 - What is Scripting?
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| Opportunities to increase collective teacher efficacy |
Increased demands on classroom teachers can leave many educators feeling isolated. Most educators recognize the importance and value of collaboration, but time
is
a limiting factor. Common planning time is a gift, yet is often interrupted by other tasks demanding immediate attention. If you find yourself feeling isolated and struggling to fulfill your responsibilities as a teacher, a little research may motivate you to make time for collaboration with trusted colleagues. John Hattie is well-known for his meta-analysis of educational practices and their impact on student achievement. Hattie's most recent research highlights collective teacher efficacy as having the highest impact on student achievement when compared to all other factors included in his extensive study. Collective teacher efficacy occurs when colleagues believe their combined efforts will have a positive impact on student outcomes (Donohoo, 2016). Finding
likeminded
teachers willing to work collaboratively to improve student success can be challenging.
If you have made an effort to improve collective teacher efficacy in your building yet are struggling to make progress, consider joining the Region 8 Math or Language Arts Community of Practice. Both groups are teacher-led and focus on sharing resources and problem solving. Please click on the links for additional information.
Region 8 Middle School Language Arts Community of Practice
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Diane Lewis recently joined the T/TAC at VCU as a Program Specialist in Elementary Special Education Instruction. Diane taught for 20 years in the Chesterfield County School system as a special education teacher and most recently as a special education
liaison
. In her spare time, Diane enjoys spending time at the Outer Banks
boating
, crabbing, swimming and relaxing.
Whitney Shotwell joined T/TAC at VCU as a Program Specialist in Behavior. Prior to joining T/TAC, Whitney worked in Henrico County Public Schools as a special education teacher and behavior support facilitator. Most recently Whitney served as a special education coordinator in Henrico County Schools. In her spare time Whitney enjoys spending time with friends and family.
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