- 4 of the most common collaborative activities concerning students with disabilities are shared problem solving, co-teaching, teaming, and consultation.
-Shared problem solving is the basis of the collaboration activities that school professionals undertake on behalf of students with disabilities.
-When professionals share a problem-solving process, it is much more complex bc the needs, expectations, and ideas of all the participants must be blended into shared understandings and mutually agreed-on solutions.
- it is important that all participants believe they can have an impact on the problem, that they feel accountable for the results of problem solving, and that they can contribute constuctively to resolving the problem (discover a shared need)
- Problem identification includes gathering info, compiling it, analyzing it, and reaching consensus about the nature of a student's problem. (identify the problem)
- brainstorming (propose solutions)
- evaluate the ideas by considering whether they seem likely to resolve the problem and are feasible. (evaluate ideas)
- who will take responsibility for each task, timeline for complexing all the taks and usually decide how long to implement the solution before meeting to evaluate its effectiveness. (plan specifics)
-keep some type of record documenting your efforts and how the intervention affects the student (implement the solution)
- evaluate outcomes
-Co-teaching occurs when two or more educators -one a general education teacher and the other a special education teacher or other specialist- share the instruction for a single group of students, typically in a single classroom setting.
- different approaches = one teach one observe, station teaching, parallel teaching, alternative teaching, teaming, one teach one assist
- Teaming- teams are formal work groups that have certain characteristics. They have clear goals, active and committed members, and leaders; they practice to achieve their results; and they do not let personal issues interfere with accomplishment of their goals.
- team participant roles -
-your first role is a classroom teacher - contribute understanding of what students w/o disabilities are accomplishing in your grade or course, knowledge of the curriculum and its pace, and a sense of the prerequisits of what you are teaching and the expectations for students likely to follow the next segment of instruction.
-your second role is the contribution you make through your personal role
- your third role is a team role - as an effective member you will recognize your strengths and use them to enhance the team; you also will be vigilant so your weaknesses do not interfere with the team's accomplishing its tasks
-team goals- team goals are often assumed or too limited; 2 types of goals = taks goals and maintenance goals
-Consultation - is a specialized problem-solving process in which one professional who has particular expertise assists another professional who needs the benefit of that expertise.
-the goal if interaction is to help you resolve a problem or deal with a concern, not to foster shared problem solving in which both or all participants share the problem.
- Frame of reference - totality of the other person's viewpoint that is based on her background, experience, education, and even work history in schools.
-Parents reactions to their child's disability
-Grief
-Ambivalence
-Optimism
-Family-Centered Practices - approach for working with families based on the notion that outcomes are best for students when their families' perspectives are respected, family input is sincerely sought, and families gain information that can assist them to make the best decisions for their children.
- Understanding your working relationship with paraprofessionals- you have a key role in setting expectations for a paraprofessional who may work in your classroom.
- 2 general guidelines for working effectively with paraprofessionals
-paraprofessionals generally enjoy working with students and want to participate actively in that process, and they should have the opportunity to do so
- paraprofessionals always complete their instructional assignments under the direction of a teacher who either has already taught the info or has decided what basic work needs to be completed; they should not take place in the initial teaching and should not make instructional decisions
No comments:
Post a Comment