Title: Co-Teaching for Inclusion
Type of the resource: Lesson package
Funded by: Odesee (Sint Niklaas Campus)
Authors:
Type of disability: ALL TYPES
Target education level: Primary education
Language(s): Dutch
IPR: No
OER: No
Overall objectives of the inclusive learning resource
Inclusive learning intervention logic: (What are the overall broader objectives to which the action will contribute?)
During the period September 2014 - August 2015, within a pilot project , the Bachelor's degree teacher in primary education (Odisee Sint-Niklaas), together with the managements, care coordinators and class teachers of 6 primary schools and their final-year trainees, explored how co-teaching as a work form offers opportunities for teachers and teachers. for graduating students to strengthen their inclusive teacher competences. This pilot project is the first phase of the larger project "Co-teaching for Inclusion".
Objectively verifiable indicators of achievement: (What are the key indicators related to the overall objectives?)
This project supports the M-Decree policy through education and training teachers about inclusion and its practice on education system.
Sources and means of verification: (What are the sources of information for these indicators?)
The "Co-teaching for Inclusion" project has 4 objectives
1-) to sketch a literature study of the relationship between co-teaching and inclusion.
2-) Determining what is the concept of co-teaching so that it increases the inclusive competences of teachers?
3-) What does concrete support material consist of to realize this Co-teaching for Inclusion? Project aims to develop this material. Project revolved around this concept of Co-teaching for Inclusion and the supporting material to realize it in three cycles of designing, testing and evaluation, according to the methodology of Educational Design Research (EDR). Together (concept + support material) they each form a prototype of Co-teaching for Inclusion. Based on literature research and the received feedback from participating schools and students during the period September 2014 - August 2015, the first prototype of Co-teaching for IOnclusion has developed. During the next two years of research, experts again go through two cycles of design, testing and evaluating the second and third prototype of Co-teaching for Inclusion, respectively. After the formative evaluation of the third prototype follows the summative evaluation of the developed concept of Co-teaching for Inclusion and the accompanying developed supporting material.
The project to disseminate this definitive concept of Co-teaching for Inclusion and the accompanying support material so that both graduate teachers and teachers who are already in the field can get to work within their own context to contribute to realization through co-teaching inclusive education.
Risks and Challenges:
Specific purpose of the inclusive learning resource
Inclusive learning intervention logic: (What specific objective is the resource intended to achieve to contribute to the overall objectives?)
Following the example of other countries and international treaties, inclusive education is becoming more and more the daily practice. It is based on the principle that all children should be able to follow quality education in a normal school. However, research shows that regular teachers do not yet feel sufficiently prepared to work in an inclusive setting, to respond to the growing (super) diversity in a class. The implementation of the M-decree has been a fact since 1 September 2015, but national and international literature has already investigated which competences and attitudes are important for a teacher to function within an inclusive setting. Numerous sources also make the link here to the form of co-teaching as a lever for achieving inclusive education.
Objectively verifiable indicators of achievement: (Which indicators clearly show that the objective of the actions/resource has been achieved?)
Sources and means of verification: (What are the sources of information that exist or can be collected? What are the methods required to get this information?)
Project emphasize diversity thinking instead of disorder thinking.
To achieve this, a teacher must have the following inclusion competencies:
- Appreciating diversity among students
- Supporting all students
- Working with others
- Working on your personal professional development In co-teaching professionals carry several bear together the responsibility for the learning process of a group of students . Two or more teachers bear a shared responsibility in a structured way for the teaching of a group of pupils in the same or in two adjacent rooms in an equal relationship to allow them to achieve the educational objectives.
A teacher and a student can also co-teach. In that case the teacher remains legally responsible. In practice, co-teachers can work together if the teacher shares his knowledge and acts as a partner.
Risks and Challenges: (Which factors and conditions outside the user's responsibility are necessary to achieve that objective? (external conditions)) Which risks should be taken into consideration?
This project promotes teachers to be trained by other teachers. However, there can be specific cases which requires deep knowledge and each teachers experiences and fields cannot supply this requirements.
Expected results on implementation of the resource
Inclusive learning intervention logic: (The results are the outputs envisaged to upscale. What are the expected results?)
Co-Teaching for Inclusion project aims to support teachers in ordinary education system in case of inclusive education through their peers.
Objectively verifiable indicators of achievement: (What are the indicators to measure whether and to what extent the action/resource achieves the expected results?)
This program developed to teach favorably with M-Decree, so it should be renewed based on adjustment or problems in M-Decree
Sources and means of verification: (What are the available sources of information for these indicators?)
Risks and Challenges: (What external conditions must be met to obtain the expected results on schedule?)
Teachers must demand this program by themselves.
Activities
Inclusive learning intervention logic: (What are the key activities to be carried out and in what sequence in order to reach the expected results?)
Training Program which includes two different formats of Co- Teaching (One Teach/One Support, Station Teaching)
Objectively verifiable indicators of achievement: (What are the means required to implement these activities, e.g. personnel, equipment, training, studies, supplies, operational facilities, etc.)
To be applied by teachers to their peers and colleagues
Sources and means of verification: (What are the sources of information about action progress?)
Risks and Challenges: (What pre-conditions are required before the use of the resource starts? What conditions outside the user's direct control have to be met for the implementation of the planned activities?)
Only prepared and qualified professionals can make use of it.
Attachment:
URL: https://co-teachingvoorinclusie.weebly.com/
Rate the Resource
You need to be logged in.
