Topic 4

• Collaborative Teaching


  A method of teaching and learning where both mainstream and special education teachers mutually need each other in their effort to help students with learning difficulties and agree to achieve the same goals
• Mainstream teachers


  • Specialize in academic fields
• Special education teachers


  • Knowledgeable in skills and specific processes in dealing with special students
• Collaboration requires sharing of ideas between the mainstream and special education teachers
• One teach, One observe

  1. All pupils will be in the centre of the classroom and one teacher is teaching, and another teacher observes the pupils

  2. To observe pupils' behaviour, their social behaviour when participating in groupwork and gather some information for their assessment
• When using One teach, One observe


  To assess how well the I.E. is being implemented and to make any necessary adjustments

  
• When using One teach, One observe


  Different opinions from teachers may affect the lesson planning
• When using One teach, One observe

  Lack of unity among teachers
• Station Teaching


  There are three stations in the classroom. Two teachers will be in their respective station meanwhile one station is for the pupils to work on a task independently
• When using Station Teaching


  The risk of creating set groups, especially based on ability
• When using Station Teaching


  Timing can be difficult for both teachers
• Parallel Teaching


  All students in the classroom will be divided into two groups and will be taught by two teachers at the same time by using the same teaching materials in different sections of the classroom

  
• When using Parallel Teaching


  Requires both teachers to have strong knowledge of the content so students will learn the same thing
• When using Parallel Teaching


  Requires careful timing to make sure both teachers end the lesson at the same time
• When using Parallel Teaching


  Can be challenging to control for noise, distraction, and enough space when working in the same classroom
• Alternative Teaching


  One teacher instructs most of the class and the other teacher teaches an alternate or modified version of the lesson to a smaller group of students

  
• When using Alternative Teaching


  Requires strong data collection in order to group students appropriately
• When using Alternative Teaching


  Make students feel self-conscious, especially if they're often in the small group
• When using Alternative Teaching


  Can be challenging to control for noise, distraction, and enough space when working in the same classroom
• Team Teaching


  1. Both teachers are in the classroom at the same time but take turns teaching the whole class

  2. Both teachers teach at the front and move about to check in with students (as needed)

  
• When using Team Teaching

  Takes time and trust for teachers to build a working relationship that values each teacher equally in the classroom
• When using Team Teaching

  Necessitates a lot of planning time and coordination of schedules
• When using Team Teaching

  Requires teachers to have equal involvement not just in planning, but also in grading
• Supportive Teaching (One teach, one assist)


  One teacher teaches a full group lesson, while the other teacher roams and helps individual students

  
• When using Supportive Teaching


  Can appear as though one teacher is more "in charge" than the other
• When using Supportive Teaching


  Sets up a possible expectation that one-to-one support can always be immediate
• When using Supportive Teaching- idea 2


  Requires solid planning to make sure the supporting teacher is used efficiently
• Inclusive pedagogy


  An approach to teaching that values and accommodates the diverse needs and characteristics of all students
• Inclusive pedagogy


  • Teachers create an educational environment that ensures equal opportunities, participation, and success for every learner
• Diversity and inclusion


  Inclusive pedagogy recognizes and celebrates the diversity of all learners, ensuring that each student, regardless of their abilities, has a place in mainstream education
• Equal educational opportunities


  Inclusive pedagogy advocates for providing every student with the same educational opportunities, recognizing and accommodating diverse learning needs. This ensures that all students have an equal chance to thrive academically
• Universal Design for Learning (UDL)

  1. A set of principles to guide/help teachers fulfill pupils' different needs when teaching

  2. Providing multiple means of representation, action/expression, and engagement

  
• Universal Design for Learning (UDL)


  • A framework to proactively design flexible learning environments and activities that reduce barriers and accommodate diverse needs
  • Based on insights from neuroscience research on learning differences
• Differentiated Instruction


  1. Tailoring instruction to meet individual student needs

  2. Assessing readiness levels, interests, learning profiles and using that data to inform differentiation

  3. Adapting content, process, product, and learning environment

  4. Providing the right balance of challenge and support for each student

  
• Differentiated Instruction


  • Content
  • Process
  • Product

  
• Reading disability


  Demonstrates difficulties in reading skills that are unexpected in relation to age, cognitive ability, quantity and quality of instruction, and intervention
• Reading disability


  • Difficulties in single word reading
  • Initial difficulties decoding or sounding out words
  • Difficulties reading sight words
  • Insufficient phonological processing; individual sounds or phonemes
  • Expressive or receptive language difficulties
  • Difficulties with comprehension
• Written expression disorder


  • Difficulties in using writing to communicate meaning
  • Trouble formulating sentences, organizing paragraphs, using correct grammar and punctuation
  • Difficulty generating ideas to write about and can be slow to get their thoughts on paper
  • Writing may be disorganized and incoherent and may display excessively poor handwriting
  • Ability to spell is often poorly developed
  • Significantly interfere with academic achievement or with daily living activities that require writing skills
• Hearing impairment


  • Cups hand behind the ear, cocks ear/tilts head at an angle to catch sounds
  • Has strained or blank facial expression when listening
  • Less responsive to noise, voice, music and other sources of sounds
  • Uses more natural gestures, signs and movements to express self
  • Shows marked imitativeness at work and play
  • Often fails to respond to oral questions
  • Often asks for repetition of questions and statements
  • Often unable to follow oral directions and instructions
  • Has difficulty in associating concrete with abstract ideas
  • Has poor general learning performance
• Visual impairment


  Visually impaired children maybe defined as those children who suffer from the impaired conditions, difficulties and deficiencies present in their visual organs which make them different from children with normal vision to extent of requiring special education provision