MultidisciplinaryTeam Pupils/students with SEN/D Special educational needs: - Health disability - Health disadvantage - Social disadvantage • Intellectual disabilities • Physical disabilities • Hearing impairment • Visual impairment • Speech or language impairment • Multiple disabilties • Autism • Learning disability • Behaviour disturbance Family background with low socio-economic status At risk of harmful influence Imposed institutional or protective institutional care Asylum-seekers Person aplying for international protection in the Czech Republic • Long-term illness • Mild learning disabilities requiring modification in education Schooling Act No. 516/2004, Sb. Par. 16 — Who is involved in education of a pupil with SEN? — Draw a mind map Professional Collaboration: Psychologist Teacher SENTeacher Medical professionals Social worker Head teacher, other teachers Parents School personnel Professional Collaboration: — Pre-requisites: ◦ Shared goals ◦ Voluntary participation ◦ Shared responsibility ◦ Shared accountability for goals ◦ Shared resources ◦ Trust and respect — Areas of concern 1. — Effective communication: ◦ Knowledge of the frame of reference ◦ There are „many right answers“ ◦ Strategies for listening ◦ Focus on observable information ◦ Collaborative language – encourage others to speak ◦ Address disagreement with colleagues immediately Shared problem solving — Shared problem solving: ◦ Discover a need perceived by all participants, believe in change, shared accountability ◦ Identify the problem CRITICAL STEP gathering info, compliling it, analyzing it, reaching consensus on the nature of the problem (PxT) ◦ Proposed solutions brainstorming (rules) ◦ Evaluate ideas evaluation sheet ◦ Implement the solution each team member has an area of responsibility ◦ Evaluate outcomes continue/discontinue,modify A complex process – needs, expectations, ideas of each participant must be blended into shared understandingA. — Angela is a third grade student. She is talkative and friendly. During classes, however, she has problems focusing on independent tasks and finishing assigned work.This negatively influences her achievement. — Get into groups and brainstorm possible solutions… Shared problem solving Co-teaching: — 2 or more teachers share instructions for a single group of students — Typically single classroom setting — General teacher + SEN teacher: ◦ For a part of day ◦ For some classes ◦ For a particular topic ◦ Full-time B. Video:Time and Task — Who is in the video? — What roles do the professionals have and how do they change them? — How do they maximize the inastructional time? — One to one support ◦ T1 leads,T2 assisting role — (combination of methods necessary) — Station teaching ◦ Curriculum devided into 2 parts, Ss change ◦ Possible 3rd group – peer- tutoring 1. Ž Ž Ž Ž Ž U1 U2ŽŽ Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž U1 U2 — Parallel teaching ◦ Ts teach parallely in 2 groups – Possibility to choose different learning styles — Alternative teaching ◦ Large and small group of Ss ◦ Small group – SEN ◦ (only among many options) Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž U1 U2 Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž Ž U1 U2 — Team teaching ◦ Ts share leadership in the classroom ◦ Eg.T1 lectures,T2 note-taking strategies Ž Ž Ž Ž Ž Ž Ž Ž U2U1 TIPS: • plan lessons, discuss with co-teahcer •Attend to details (use free time, discipline…) •Prepare parents •Avoid „paraprofessional trap“ •Go slowly – co-teachers to get used to their styles Video: Expert roles — What types of co-teaching are shown in the video? — Working with parents: — Essential in inclusive classroom — P help to understand strengths and needs of the S — P see the S performance from another perspective — T – needs to understand the complexity of P role C. Parent conference: — BEFORE: ◦ Clarify purpose (for T and P) ◦ List of questions — DURING: ◦ Atmosphere, privacy ◦ Use Mr, Ms (not mum and dad) ◦ S to be referred to by name ◦ Suitable table, conference table — AFTER: ◦ Notes on key points ◦ Agreed actions to be put into action ASAP Parents conference — Prior to a conference ◦ Clarify the purpose of the conference (for yourself and parents) — Physical organisation — Classroom routine ◦ Stability = prevention EBD — Classroom climate ◦ Ts attitudes — Use of time ◦ Maximize academic learning time – Manage transition time – Manage organisation – Use of meaningful sponges — Classroom rules ◦ Brief, clear ◦ positive Don´t call answers! X Raise your hand to speak! • Is the classroom characterized by cooperative or a competitive atmosphere? •Is the classroom a safe place for all Ss to take risks? wall displays, storage, set-up, etc. Games and Qs: •What no. Comes between 31 and 33? •„I spy..“ — Flexible classroom