Madison Elementary Schools Inclusion Model By Ms Sheila
Madison Elementary School’s Inclusion Model By Ms. Sheila R. Thompson Teachers Featured Mrs. Mayowa Fawole and Mr. Lorenzo Edwards
Team Teaching • Both teachers take active role managing the instructional environment. • Lesson divided into segments • Take turns presenting concepts, strategies and techniques. • Both provide feedback • Team plan & evaluate
Class Background • • 22 Fifth grade students in all 5 students are classified Cooperative planned seating Reduce/minimize distractions: visual, auditory, spatial/movement • Teachers individual space
Grouping • Cooperative Grouping based on students’ levels & needs • Groups change when needs change
Presentation Methods • Whole group, small group & individual instructions • Model – present demonstration • Utilization specialized curriculum- student’s level • Utilization of manipulative • Provide notes • Pre-teach / re-teach • Periodic evaluation • Use visual sequences
Adaptations • • Allow breaks (poems, drills, etc) Vary activities/ differentiated instruction Extend time on task Provide notes or note taking assistance Provide study guides Arrangement of materials on page Highlight text/ large print Supplementary materials
Adaptation contd. • • • Provide finished product Adapt worksheets Shorten assignment Visual daily schedule Teach study skill Teach organization skill Peer Advocacy Peer Tutoring Multiple rotating peers Cooperative learning groups
Motivation & Reinforcement • Coin system/ class store • Verbal & non verbal motivation • Positive reinforcement- choices based on interest • Class counsel • Parent involvement
Our Typical Day • • Warm –up: Daily writing Independent Reading/ Individual Instruction Read Aloud Mini-lesson- Grammar, reading strategies, etc. Guided Reading/ managing centers Shared reading Math Message Math instruction- whole and small group
Afternoon Hours • Support services for 3 rd graders • Pull-out to provide remediation in reading • In-class support to redirect and prompt the students based on subject matter. • Support special needs teachers in implementing IEP’s, using the curriculum • Model lessons and different strategies • Ensure that the students have the needed materials, modifications and adaptations
Responsibilities continued • Organize monthly meetings for special needs personnel • Discussed what is working and what is not • Presents challenges and needs • Collaborate with TRC from the Literacy Department
Success Ingredients • • Adequate planning time- Initial, monthly, weekly & daily Adequate knowledge of the students Common goal of the teachers Trust/ confidence in each other Giving inclusion a chance Both take ownership and responsibility for all students Interpersonal and intrapersonal skill & value Team work not competition
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