Special Ed the Integrated Co-Teaching

Special Ed

The integrated co-teaching environment is ideal for Ruben, who is performing quite well and shows definite improvement in many areas. His special needs can be addressed within a least restrictive learning environment, in which Ruben remains integrated with his classmates in a diverse general education classroom. Because Ruben sometimes has trouble processing verbal instructions as fast as his peers, the co-teacher can assist Ruben by providing him with alternative instructions. The co-teacher can either work with him separately when he does not understand something, or the teachers can together develop non-verbal methods of communicating the ideas or materials to Ruben. These non-verbal methods might even be helpful to other students in the classroom. For example, the teachers can draw a diagram on the dry-erase, create a visual outline in handout form, or use multimedia.

Ruben's reading comprehension has improved significantly but if he requires some extra assistance, it would be important to provide different reading passages for him and any other students who required them. The differentiated reading passages might also be helpful for other students with delayed decoding abilities. It would be my express plan to use assistive learning technologies for the verbal components of Ruben's instruction. Because of the delayed decoding abilities, it is believed that assistive technologies such as software with visual cues can help Ruben improve his reading and also his ability to express himself verbally as he develops more confidence. A child like Ruben who might respond more to multimedia has a wealth of technological tools available to him, which me might even be able to use at home. The multimedia tools and software can also be helpful for memory enhancement.

This plan of integrating technology and using some scaffolding methods like different reading passages will help Ruben enormously, within a least restrictive learning environment in the ICT. Ruben will be included in classroom discussions and any activities that require collaboration. In fact, a collaborative learning strategy will be used for many of our lesson plans to stimulate Ruben's social development and promote the benefits of collaborative learning.

Case Study 2

Cherise's math-related anxiety is only partly due to her being diagnosed with Autism Spectrum Disorders. Many of our students demonstrate math-related anxiety and do not have any identifiable learning disability. Therefore, the plans used to help Cherise might also help other students, too. The outbursts that Cherise is exhibiting can be addressed by framing math differently for her. If it appears that Cherise needs to be taken out of the mainstream math classroom to receive specialized instruction, then that might help reduce the acute outbursts and behavioral problems. Because Cherise has become self-injurious, it is crucial to address this matter immediately and if necessary, remove her from this particular classroom.

The plan for Cherise will include assistive technologies designed for mathematics instruction. By reframing math as a fun and engaging learning activity, Cherise will eventually be less anxious in a mainstream classroom. The tools used to teach Cherise age and development-appropriate math skills are already available on our school servers. Cherise can work with a specialized instructor during regular math class time, inside the computer lab. When Cherise builds confidence as well as abilities in her mathematics instruction, she can later be re-integrated with the classroom. Because it is only the one subject that needs attention, Cherise will continue to benefit from her placement in mainstream classrooms.