Final Flashcards
First 3 components of the IEP
- PLAAFP
- Measurable annual goals
- statement of needed special education services
Reasons to continue the use of short term objectives and benchmarks
- accountability standards
- progress reported to parents
- can instigate change
- monitor effectiveness
- w/out may be determined child is denied FAPE
tests of measurability
- to do something
- multiple observers seeing the same thing
- a goal should say “how much”
- should be measurable as written
what is co-teaching
the partnering of a general education teacher and a special education teacher or another specialist for the purpose of jointly delivering instruction to a wide variety of students in the general education classroom
station teaching
advantages:
- separate responsibilities
- both teachers are active and equal
- low student-teacher ratio
disadvantages:
- noise level
- lots of movement
- does the order matter?
- pacing
parallel teaching
advantages:
- lower student-teacher ratio
- teach in 2 groups and bring together for discussion
disadvantage:
- joint planning
- cant be used for initial instruction
- noise level
- lots of movement
- pacing
one teach, one observe
advantages:
- requires little joint planning time
- allows both teachers to focus attention, rather than spreading themselves too thin
- separate responsibilities
disadvantages:
-if used exclusively, can lead to one teacher being seen as the “assistant”
alternative teaching
advantages:
- students can receive highly intensive instruction w/in gen ed classroom
- students have more opportunities for 1:1 interaction
- allows for peer modeling
disadvantages:
- students w/ disabilities may be stigmatized
- students may fear going to back of class room because of embarrassment
teaming
advantages:
- both educators have equal status
- teachers can play off of each other
- results in a collaboration that enhances participation
disadvantages:
- requires level of trust and commitment
- requires a lot of planning
- teacher styles must mesh
one teaching, one assisting
advantages:
- requires little joint planning
- gives a role to special services provider if they do not feel competent in the subject area
disadvantages:
- becomes the sole co-teaching approach when there is little planning time
- special services provider seen as secondary
- assisting teacher can become a distraction
- risk of students becoming a dependent learner
co-teaching advantages
- lower student to teacher ratios
- classroom of diverse learners
- teachers can respond effectively to varied needs of students
- another professional can provide different viewpoints
- teachers can be motivational for one another
- can positively affect the general educators instructional behavior
barriers/disadvantages to co-teaching
- lack of administrative support
- lack of shared planning time
- need for in-service training
- personality matches
- misguided perceptions/lack of communication
- poorly defined roles
- dividing class based on sped/ non sped
ability grouping (argument for)
it allows teachers to challenge high-acheivers, while providing remediation, repetition and review for low-acheivers
ability grouping (argument against)
there is a negative impact for low-acheivers, who, when separated from their high-acheiving peers suffer from losing the positive example of their peers and lowered expectations from their teachers
accommodations
the teaching supports and services that the student may require to successfully demonstrate learning. accommodations should not change expectations to the curriculum or grade level
