Watch the video segments #1 and #3 of the Inclusion Series that models the SST process and the elements of effective collaborative teaming.
Each class member will be assigned to an SST team of 5 members. Each member of the group will fulfill one of the following roles and the corresponding assigned tasks. Each member will participate in a SST roleplay. Each student will write up a reflection on their group experience.
PREVIOUS TEACHERDATA SHEET/SUMMARY SHEET
PARENTDATA SHEET/SUMMARY SHEET
CURRENT TEACHERDATA SHEET/SUMMARY SHEET
RESOURCE SPECIALISTDATA SHEET/SUMMARY SHEET
ADMINISTRATORDATA SHEET/SUMMARY SHEET
Complete a data sheet of observed characteristics of the student’s behavior and learning or behavioral challenges, how the child’s characteristics affect school performance, and possible strategies for supporting the student.
Complete the SST Summary Sheet with each column filled out in items that will be covered in the of SST role play
Answer guiding questions provided
On your own, find two annotated bibliographies per team member of articles and/or web sites that provide information about the challenging student characteristic and strategies for supporting the student. Each annotation is to include a starting paragraph the briefly summarizes the article. A second paragraph will summarize your reaction (e.g., interesting new information, conflicting perspectives, challenging point) to the article. Use APA format in referencing the article or web site.
After completing the inclass SST roleplay and discussion, go to your electronic portfolio and write a response to theses prompts:
Articulate the rationale for inclusive educational opportunities for all students.
What were the strengths and needs of the student you had an SST meeting for?
What principles of universal design guided the groups decision for differentiating instruction?
What strategies were identified to support the student? Provide examples of natural peer supports (e.g., partner learning, peer tutoring, classroom meetings), collaborative teaching and learning methods, and other appropriate materials and technologies (including assistive technologies) to a) create a caring classroom community in which students value one another’s differences, b) develop the social competence of and relationships among class members, and c) meet the educational and social/emotional needs of the student.
Describe what your role will be at future SST meetings?
How will you prepare for SST meetings?
What was useful about this experience?
How will this experience inform your teaching?
For further reading:
Kluth, P., Villa, R., & Thousand, J. (Dec. 2001/Jan 2002) ‘Our school doesn’t offer inclusion’ and other legal blunders. , (4), 24 – 27.
Fish/Drolet/Leighty, Spring 200612