Accessibility

Reflection

Original Blog Post

https://chyartblog.wordpress.com/2019/02/22/inclusion-in-the-classroom-accessibility-for-all-with-blended-learning/

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For the past 8 years, my journey in the classroom has been quite extraordinary! I have been able to immerse myself into so many different methods, techniques, and pedagogies. Truly I have been thankful for the entire process because with all these different experiences, I feel like I have been able to live out my full potential as an educator and fulfill my creative and innovative needs! GATE certification, administrative certification, continuing the process of single subject art certification, and constant diving into Blended Learning Approaches with attendance to CUE conferences and even presenting at conferences has allowed me to enhance my capabilities as an instructor for my students.

 

Blurring the Lines SAI Model 

 

One specific area amongst that list of continued efforts that has been the most impacting in these recent 3 years has been my work as a general education within the inclusion model at our district. Transformed from the Special Education title to the Specialized Academic Instruction (SAI), Romoland School District has been working towards an inclusion model for students within the SAI program. The general idea is that students with IEP's would be rostered and fully a part of the generalized classroom, rather than mostly being a part of a secluded classroom best known as your resource centers. These students would participate in the general education classroom for most of the day and meet the needs of their IEP goals within the Learning Center for maybe an hour of time a day. This model would then allow ALL students to receive generalized grade level instruction, be able to work with their peers collaboratively, and ultimately what I have seen in my own experience is give them the skills needed to be functional and successful within an academic setting.

 

To be honest, I never had any hesitations or reservations about serving all students. When I hear conversations about the idea of continuing the separate Resource Room idea, I think how can we change this situation? How can we as educators, administrators, aides, and stakeholders help support a classroom model to include all and give them opportunities to thrive and excel? It can totally work and totally happen! Creativity, collaboration, and a growth mindset are all you need to make it work!

 

Collaborative SAI Model 

 

The work done in my own classroom couldn't be accomplished alone. Having great support and guidance from our district, specifically from Ricky Alyassi (Director of Student Services), and other Administrative officials have been very inspiring! They are proactive in the sense of giving educators like myself the ability to try out new things in the classroom that would help support the model.

Another amazing component to the SAI model is my lovely Coteacher, Anna Cole, who is specifically our Specialized Academic Instruction teacher. She and I work side by side, not only with the students with IEP's but all of the students in each of the classrooms that we support. Anna has made it a mission to help support teachers in the generalized classroom with applying the Immersion model into their own classroom she has worked towards helping with teachers feeling comfortable and supported when it comes to servicing all students.

 

One of the best components to the inclusion model with Anna is that she and I get to Coteach on a daily basis! The idea of the Blended Learning Model plays a big part in our teaching program because many of the Models are presented in our coteaching moments.

 

Parallel Teaching:

 

In parallel teaching, teachers are both working on the same standards based on the content, however, the class is split into two strategically created groups. This teaching happens simultaneously.

The groupings are very important as they are set up to meet the needs of the students. Generally, they are heterogeneous groups used to enable peer support.

The small groups allow teachers to work more strategically at meeting the needs of students, as well as present content in a differentiated manner when needed.

 

Team Teaching adults! Anna and I hosting a PD for Ocean View School District on the SAI Model.

 

Station Teaching:

Set up based on the Blended Learning Instructional approach. Students are divided amongst different centers that each contain content specific goals.

General Education and SAI teacher are stationed at two different centers. Each center uses the teachers as a guide or mentor to the content.

This allows for students to work in small groupings on a more independent basis, however, have the support with a teacher to intervene or give suggestions when necessary.  

See previous Blog Post about Station Rotations and Coteaching!

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Elements Matter: A 5th Grade Science Unit

Team Teaching:

 

Team teaching is a method of teaching that includes both the General Education and SAI teacher. Both teachers simultaneously teach within the lesson.

 

A structured main lesson based on grade level standards is created to implement both teaching styles and present content to students within a differentiated model.

 

This type of teaching allows students to see the objectives being modeled by the teachers first. Teachers engage in a role-playing approach to hook students in. As the lesson goes on, students can have support from both teachers based on the content and modifications can be made as it goes. Finally, while students work independently they can be more successful because of the different ways they have been exposed to the content from the different teaching styles.

 

A perfect example of Team Teaching! SAI and General Ed teachers act out a skit to frontload an upcoming novel. Totally fun, and plus look at the kids' faces! Something they'll never forget.

 

Besides having amazing support from district and fellow educators, another piece of the puzzle for successful Inclusion to fit and work is technology.

 

With so many different abilities, personalities, and perspectives in the classroom, we see that technology is a necessity for our students' future educational endeavors. Being able to cater to students' needs through tech-based adaptations and supports, can successfully lead them through their education and also allow them to generate a learning process that not only fits them but also allows them to feel successful!

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Video Tutorials

Speech to Text

Tech-based Visual Aides

Translation Apps

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These and so many more are simple and effective ways that students can access content in multiple modes. As educators, we then need to continue to develop our knowledge base of these tools. Having constant reflection of what tools work for which students is also a necessary component.

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Inclusion itself is not a one size fits all model, it must be constantly looked at, refined, and improved, just as the kids that are in our classrooms are changing as well.

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Works Cited

National Standards for Quality Online Teaching. INACOL, Oct. 2011, www.inacol.org/wp-content/uploads/2015/02/national-standards-for-quality-online-teaching-v2.pdf.