Inclusion, Team- Teaching and Literacy Overview of Day Inclusion - - PowerPoint PPT Presentation
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
Session 1 9.30 – 11.00
11.00 – 11.15 Tea / Coffee Session 2 11.15 – 1.00
1.00 – 2.00 Lunch Session 3 2.00 – 3.30
The needs of pupils, based on evidence, should determine which form of teaching support is most appropriate. The range of teaching supports should strike a balance between team- teaching, group and individual support and early intervention programmes. Team-Teaching can facilitate effective collaboration, between SET and classroom teachers leading to improved learner outcomes, learning experiences and teacher practices. Meaningful inclusion implies that all pupils are taught in stimulating and supportive classroom environments where they are respected and valued.
Resources provided should facilitate the development of truly inclusive schools. Supports provided should be based on identified needs as
Continuum of Support Guidelines. The class teacher has primary responsibility all pupils. SET should be used solely for the support of pupils with identified special educational needs, including those pupils for whom English is an Additional Language (EAL). Pupils with the greatest levels of need should have access to the greatest level of support. Schools with more than
should establish and maintain a core team of teachers to meet the needs of pupils with special educational needs.
Liaison Sharing Planning Consultation Sharing Resources Co-operation Sharing Teaching Co-ordination Sharing Observation
(Lacey, 2001, Cook and Friend, 2010; Moran 2007, Helen O Sullivan, 2011) Collaboration Sharing Improvement
Professional Conversations
Purposes and Aims Defining of roles Planning and Teaching Timeframe Review and Reflection Assessment and Monitoring Pupil & Parent Voice
programmes
School Support Plus for a Few School Support for Some Whole School and Classroom Support for All
Academic Success Social, Emotional and Behavioural Competence
NEPS
Specific Mea easurable Ach chievable Realistic Tim ime Lim Limited
th cla
Improve motivation and attitude towards reading Improve ability to retell events from his experience. Develop his understanding of what it means to be a reader i.e. reading for meaning Improve attention and listening skills Develop social skills; turn talking, listening and responding and eye contact Extend Marie’s oral vocabulary
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with SEN
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)
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Create SMART Targets for your chosen pupil
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
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
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, th the se settin ing an and re retell ll 3-4 4 main ain poin
in se sequence.
Mari arie will ll ini nitia iate and and en engage in n con convers rsatio ions on
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
r tw two
turns ns. Mari arie will ll tak take turn turns on
three oc
ion in n coo cooperativ ive gam ames whi hile le work
ing with th one
r pup pupil il. Mair aire will ll use use thre three de descrip iptiv ive pro prompts to to de describ ibe obj
int interest dur durin ing sm smal all gro roup dis discussio ions.
Incl nclusion Di Differentiation Mixed Abi bility Grouping Tea eam tea eaching Sm Small-group tea eaching Em Embedding ICT T Interv rventions
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assessments
targeting specific areas of difficulties
and write
Create a Storyboard based
Write a letter Lily might send to her younger self Sequence the story using visuals Talk to your friend about the text Create a Visual Verbal Square of interesting words you created from the text Write a diary entry for your favourite character in the text Predict what will happen next
(Crystal Ball sheet)
Use a Y chart to create images of the text Draw/paint a picture
Adapted from Brennan, A. (2019)
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‘…a group of two or more teachers working together to pl plan an, con
aluate the learning activities for the same group
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
Team-teaching In-class Support Co-operative teaching Co-teaching
“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)
25 February 2019 This is the slide footer and goes here 38
What is language? What does it mean to know a language?
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Sounds/Phonology Meaning/Semantics Sentence structure/syntax
De Developing com
rela elatio ionships through language Un Understanding the content an and structure of
La Language Ex Explo loring an and Us Usin ing La Language
Paralinguistic Skills Paralanguage Social Conventions Functi tions of
Language Identify/name Request & Question Retell Describe Predict Reflect Narrate Argue
Adapted from NCCA Research Report No. 14, pg. 101
Familiarisation Modelled Speaking and Listening
Discovering the Framework
Modelled Speaking and Listening Discovering the Framework Shared Speaking and Listening Guided Speaking and Listening Independent Speaking and Listening
How will progress be recognised?
conversations
language features and speaking and listening skills
might happen next in the conversation?
groups with help from the teacher or other sources at pre-determined points
How can I support my pupils? What will independent work look like?
What is working well? Even better if..?
Class Teacher Needs of the children Special Educational Teacher
resources
School Support Plus for a Few School Support for Some Whole School and Classroom Support for All
Use e of
essment to to id iden enti tify nee eeds and mon
itor r in indivi ividual and cla class pro rogres ess based ed on
ref refle lective e prac ractice. Use e flexi flexible, flu fluid id gro groupings gs whic ich foc focus on
igh aspir irations for for all ll pupils ils. Matc tch tea teach chin ing stra trategi gies, materials ls and res resources to to th the e nee eeds. Kn Know and understand needs
ll pupils. ils. Pro romote an op
en min ind-set for for all ll pupils’ potential to lea learn. Appreciate e th that t it it is is more th than just t acce ccess, a poli
an IEP IEP.
Primary Language Curriculum (NCCA, 2015) Continuum of Support (DES, 2007) Circular 0013/2017 Guidelines for Primary Schools Supporting Pupils with Special Educational Needs in Mainstream Schools (2017)
The needs of pupils, based on evidence, should determine which form of teaching support is most appropriate. The range of teaching supports should strike a balance between team- teaching, group and individual support and early intervention programmes. Team-Teaching can facilitate effective collaboration, between SET and classroom teachers leading to improved learner outcomes, learning experiences and teacher practices. Meaningful inclusion implies that all pupils are taught in stimulating and supportive classroom environments where they are respected and valued.
Special Education Support
Education (NCSE) Support Service
Psychology Service (NEPS)
(DES) Inspectorate
n.gov.ie
Literacy Support
www.pdst.ie/schoolsupport
Motivating Children as Readers and Writers