Molly FisherDara Ludens

Sharon Packard

How Many Gen. Ed. Teachers feel prepared to work with students of Sp. Needs?

According to a study, “From Ryan to 2042”, 89% feel prepared to work with typical

learners 47% feel prepared to work with students of

sp.ed. After Methods 1 course (el. Level) 43% feel prepared to work with students of

sp.ed. After Methods 1 course (sec. Level) 55% feel prepared to work with students of

sp.ed. After Advanced course (el. Level) 68% feel prepared to work with students of

sp.ed. After Advanced course (sec. Level)

The study compared teachers from 1992 to 2002Passage of SB2042 in 1999, dictated more

mandates:Additional 2 years preparation program in

local district.Be able to use differentiated instruction.Know laws for rights of students with

special needs.Know requirements of an IEP

Major changes occurred in 2002 in California.

Future Implications of Study:

Improve Curriculum and Programs of Teacher Preparation Programs for students with special needs.

An article titled “Not On My Roster”

Explored Gen.Ed. Expertise of working with students with special needs.

Teachers don’t want to take ownership for students using alternative methods.

Teachers don’t know how to vary teaching style to meet needs.

Referrals to Sp.Ed. would be decreased if Gen.Ed. Teachers were prepared.1/8 of 2/3 teachers make referrals (DeNoble,

2007).

Factors that increase Sp.Ed referrals include:Behavior issues, race, and low

socioeconomic status.African Americans are placed at highest

rate of all races in Sp.Ed.1 in 4 will be placed in Sp.Ed in white

districts (DeNoble, 2002)

Provide strategies to Gen.Ed. Teachers:Utilize Bloom’s Taxonomy

Implement Gardner’s Multiple Intelligences

Incorporate Blair’s Theory

Another article titled: “Where All Children Learn”

Supported study and article through one General Ed. Teacher’s classroom.

All students have special needs.Sp.Ed. and Gen.Ed. meet on a regular basis

to plan for placement, services, and needs.TEAM- “Together Everyone Achieves

More”Utilize Carl Rogers work: Be genuine,

create trust, and show empathy.

Ms. Mendoza uses accommodations as needed. High expectations for all.Uses variety of assessments:

Self assessment, observation, projects, portfolio

Incorporates peer learning.

Favorite Activity for ALL Students:

Brain Dance – Anne Green Gilbert

www.creativedance.org

Final article to support further teacher preparation:95% of students with disabilities in Gen.Ed.

Of the 95%, 47% are in special education classes, but less than 21% of the day.

(Addressing Inclusion, Lambert et al.)

IDEA 2004:

Students with special needs have to be provided access to general ed. curriculum in general ed. setting to the maximum extent possible.

Support pre-service preparation and professional development for all who work with special needs, to have skills and knowledge to improve academic and functional performance for all.

SkillsIt is often questioned whether general

education teachers possess the skills to teach children with disabilities in their classroom

Barriers:General education teachers make few

accommodations for student with disabilities in the classroom

General education teachers often feel unprepared to teach students with special needs

Key Factors in Success with Special Learners

•Training•Support

• Teachers with low self-confidence are more likely to refer students who are perceived as difficult to teacher, particularly students with special needs, than are teachers with high self-confidence

ConfidenceDeveloping confidence in one’s ability to

teach special learners is not only important for special educators, but also for general education teachers

Attitudes Toward Students With DisabilitiesSurvey of regular education and special

education teachers Teacher attitudes toward integration of

students with disabilities reflect lack of confidence in both their own instructional skills and quality of support personnel provided

Key Elements in Changing Confidence and AttitudesWillingness to ChangeHaving a common missionUse of collaborationTraining

Historical PerspectiveTeachers work in isolation

One teacher, one classroomChildren with disabilities in separate classroom

with their own teacherSlowly work toward mainstreaming

For selected subjectsNot considered part of the typical class

Big ChangeShared goalsShared decisionsShared classroom instructionShared responsibility for students Shared assessment of student learningShared problem solvingShared classroom management

The teachers must begin to think of it as “our class.”

Cooperative TeachingDirect collaboration with the general

education and special education teachers working together in the same classroom most of the day

Cooperative TeachingEqual partnersInteractive relationshipsInvolved in all aspects of planning, teaching

and assessment

Teacher RolesGeneral educators bring content

specializationSpecial educators bring assessment and

adaptation specializationsBoth bring training and experience in

teaching techniques and learning processes

Planning for Effective CollaborationWhat is needed?

TimeSupportResourcesMonitoringPersistence

Planning• District level

– Ensure that resources are available• Time• Money• Professional Assistance

• Building Level– Support – Time– Staff development opportunities

• Classes• Workshops• Seminars• Conferences on cooperative teaching

PlanningKeep natural proportions of

typical studentsAt-risk studentsStudents with disabilities

Planning time for co-teachersAt least once a weekOngoingReview progress on regular basisMake adjustmentsEvaluate studentsDevelop strategies to address problems with

discipline or learning

5 Planning Themes1. Confidence in partner’s skills2. Design learning environments for both educators

and students that require active involvement3. Create learning and teaching environments in

which each person’s contributions are valued4. Develop effective routines for in-depth planning5. Increased productivity, creativity, and

collaboration over time. Participants in collaborative programs agreed that the time required for planning does not decrease during the year, but the quality of instruction continues to improve.

Benefits Students with disabilities developed better

self images, became less critical and more motivated, and recognized their own academic and social strengths.

Students with disabilities developed better social skills and positive peer relationships.

ConcernsConcerns expressed about using a program

like RTI ties into the overall concerns of general education teachers working with any students that have special needs -

TRAINING andIMPLEMENTATION

Training The initial training needs to start while the

teachers are still students themselves, back in college.  More prep programs are needed at the college level.

General Ed. CaseloadsGeneral education teachers have an average

of 3.5 special education students assigned to their caseload. (www.spense.org)

RelationshipsGeneral education teachers confidence often

seems dependent upon their relationship with special education teachers.  (www.spense.org)

General Ed. vs. Special Ed.The primary difference between general

education and special education reading instruction is gradation of practice (greater intensity and frequency). (www.ncctq.org)

Special EducationSpecial education is not a place, it is a

service.

IEPsIEP's must reflect standards based on

general education curriculum, so who better than the general education teacher to help implement the IEP.

Concluding Thoughts:

Teacher Preparation Programs will benefit all students: typical, at risk, and special needs.

Techniques, Interventions, and Strategies are easy to integrate into the classroom.

Gen.Ed. needs to be “open-minded” in creating a learning environment for all.

Concluding ThoughtsGeneral and Special Educators need to work

cooperatively in an interdisciplinary program