Making Connections: Inclusion, Team- Teaching and Literacy
Overview of Day • Inclusion Session 1 • Principles to guide implementation 9.30 – 11.00 • Action 1 – Identification 11.00 – 11.15 Tea / Coffee • Action 2 – Setting Targets Session 2 • Action 3 – Teaching methods and approaches 11.15 – 1.00 Lunch 1.00 – 2.00 • Action 4 – Early intervention and prevention Session 3 • Action 5 - Deploying resources 2.00 – 3.30 • Action 6 – Tracking, recording and reviewing • Plenary
Key Messages The range of teaching The needs of pupils, based on supports should strike a evidence, should determine balance between team- which form of teaching teaching, group and individual support is most appropriate. support and early intervention programmes. Team-Teaching can facilitate Meaningful inclusion implies effective collaboration, that all pupils are taught in between SET and classroom stimulating and supportive teachers leading to improved classroom environments learner outcomes, learning where they are respected and experiences and teacher valued. practices.
What it means Definition to you Inclusion List related Draw what it words looks like
Inclusive Education “… addressing and responding to the diversity of needs of learners through enabling active participation in learning, cultures, and communities, and removing barriers to education through the accommodation and provision of appropriate structures and arrangements” NCSE (2010)
Guiding Principles Supports provided Resources provided should be based on The class teacher has should facilitate the identified needs as primary responsibility all development of truly outlined in the pupils. inclusive schools. Continuum of Support Guidelines. SET should be used solely Schools with more than for the support of pupils one support teacher with identified special Pupils with the greatest should establish and educational needs, levels of need should maintain a core team of including those pupils for have access to the teachers to meet the whom English is an greatest level of support. needs of pupils with Additional Language special educational (EAL). needs.
Knowledge, Expertise and Role Class SET Teacher
A Continuum of Collaboration Collaboration Co-ordination Sharing Sharing Improvement Observation Co-operation Sharing Teaching Consultation Sharing Resources Liaison Sharing Planning (Lacey, 2001, Cook and Friend, 2010; Moran 2007, Helen O Sullivan, 2011 )
Building the Team for Inclusive Practice Timeframe Review and Planning Reflection and Teaching Assessment and Defining of Monitoring roles Pupil & Professional Purposes Parent Conversations and Aims Voice
Actions 1. Identification of pupils with S.E.N. 2. Setting targets 3. Planning teaching methods and approaches 4. Organising early intervention and prevention programmes 5. Organising and deploying SEN teaching resources 6. Tracking, recording and reviewing progress
1. Identification of pupils with S.E.N. 1. Identification of pupils with S.E.N.
1. Identification of pupils with S.E.N. Social, Emotional and Behavioural Academic Success Competence School Support Plus for a Few School Support for Some Whole School and Classroom Support for All NEPS A Continuum of Support
1. Identification of pupils with S.E.N.
Coffee Break
What it means Definition to you Inclusion List related Draw what it words looks like
2. Setting targets Specific Tim ime Mea easurable Lim Limited Realistic Ach chievable
Case Studies Robert Marie ie th cla 5 th lass Ju Junio ior In Infants
Priority Learning Needs Robert Marie Improve motivation and Improve attention and listening attitude towards reading skills Develop social skills; turn Improve ability to retell events talking, listening and from his experience. responding and eye contact Develop his understanding of what it means to be a reader Extend Marie’s oral vocabulary i.e. reading for meaning
Target Setting • Linked to assessment • Strengths-based • Linked to Interventions • Developed collaboratively
Parent and Pupil Engagement • essential for effective inclusion • critical enhancing outcomes for pupil with SEN • supported by the Continuum and the Student Support File “Engagement is enhanced when schools listen to and build on pupils’ interests, aspirations and strengths when developing educational interventions. (Guidelines for Primary Schools,2017, p.24) This is the slide footer and goes here 22 25 February 2019
Target Setting – Group Task Create SMART Targets for your chosen pupil This is the slide footer and goes here 23 25 February 2019
Robert Du During DE DEAR tim time, Ro Robert will ill ch choose a a tex text fr from th the cla classroom lib libra rary fo for enjoyment, id identifyin ing on one re reas ason fo for his is ch choice. Ro Robert will ill ret retell ll eve events ts fro from his is per ersonal l ex experience to to a a group of of his is peers, se sequencin ing up to to 5 5 ke key eve vents usi sing te temporal l co connectives. When par arti ticip ipatin ting in in group read readin ing disc iscussions, Ro Robert t will ill use se lan language fr from th the tex text to to id identify th the main ain ch characters, the se th settin ing an and re retell ll 3-4 4 main ain poin oints in in se sequence.
Marie Mari arie will ll ini nitia iate and and en engage in n con convers rsatio ions on on fam famil ilia iar r to topi pics with ith a a pe peer r an and sus sustain in thi this con convers rsatio ion ov over r tw two o tur turns ns. Mari arie will ll tak take turn turns on on thre three oc occasio ion in n coo cooperativ ive gam ames whi hile le work orkin ing with th one one ot other r pup pupil il. Mair aire will ll use use thre three de descrip iptiv ive pro prompts to to de describ ibe obj objects of of int interest dur durin ing sm smal all gro roup dis discussio ions.
3. Planning teaching methods and approaches Di Differentiation Mixed Abi bility Interv rventions Grouping Incl nclusion Em Embedding Tea eam tea eaching ICT T Sm Small-group tea eaching
Lily and the Snowman
Evidence-based best practices for struggling readers • Informed by continuous and multiple assessments • Provide rich contexts for learning • Provide explicit instruction • Teach to children’s capabilities while targeting specific areas of difficulties • Provide multiple opportunities to read and write • Embed skills and strategies • Varying complexity levels of texts • Differentiated instruction This is the slide footer and goes here 29 25 February 2019
Choice Board Activities: Lily and the Snowman Create a Write a letter Lily might Sequence the story Storyboard based send to her younger using visuals on the text self Talk to your friend Create a Visual Verbal Write a diary entry for Square of interesting about the text your favourite words you created from character in the text the text Predict what will Use a Y chart to create Draw/paint a picture happen next images of the text of the text (Crystal Ball sheet) Adapted from Brennan, A. (2019)
What is team teaching? ‘…a group of two or more teachers working together to pl plan an, con onduct and eval aluate the learning activities for the same group of learners.’ Goetz, 2000 ‘…. two or more teachers work together in a collaborative manner with a class of students who have diverse learning needs’ Inclusion of Students with SEN Post Primary Guidelines, 2007 31
Terminology Team-teaching In-class Support Co-operative teaching Co-teaching
Models of Co-Teaching
Lunch
What it means Definition to you Inclusion List related Draw what it words looks like
4. Organising early intervention and prevention programmes “In view of the substantial international evidence that early- intervention and prevention programmes can lead to improved outcomes for pupils, school leaders should ensure that some teaching resources are used for this purpose ”. (SEN Guidelines, pg. 14)
Early Intervention
What is language? What does it mean to know a language? 25 February 2019 This is the slide footer and goes here 38
Paralinguistic Skills Paralanguage Social Conventions Functi tions of of Language De Developing Identify/name com ommunicative Request & rela elatio ionships Question Sounds/Phonology through language Retell Meaning/Semantics Describe Predict Sentence Understanding the Un Explo Ex loring an and Reflect structure/syntax content an and Us Usin ing La Language Narrate structure of of Argue La Language Adapted from NCCA Research Report No. 14, pg. 101 This is the slide footer and goes here 39 25 February 2019
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