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Inclusive classrooms

Inclusive classrooms. MODULE 9 PRESENTATION. Why this module?. Effective ways to use teacher’s aide support in inclusive classrooms: reducing one-to-one time with a teacher’s aide reducing excessive teacher’s aide proximity supporting students in the classroom.

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Inclusive classrooms

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  1. Inclusive classrooms MODULE 9 PRESENTATION

  2. Why this module? • Effective ways to use teacher’s aide support in inclusive classrooms: • reducing one-to-one time with a teacher’s aide • reducing excessive teacher’s aide proximity • supporting students in the classroom. MODULE 9: Inclusive classrooms

  3. One-to-one may limit teacher involvement Giving students access to high-quality teaching is the best way positively influence their learning. MODULE 9: Inclusive classrooms Research says: teacher’s aide working one-to-one with a student can reduce their teacher time teachers’ aides working more flexibly allow more student-teacher engagement.

  4. How close is too close? MODULE 9: Inclusive classrooms • Teachers’ aide proximity is how close you stay to the student • Is it too close and is it necessary? • Staying too close can: • interfere with relationships • make students over-dependent on adults • reduce a student’s personal control.

  5. Staying in the classroom MODULE 9: Inclusive classrooms • Students receiving one-to-one support from a teacher’s aide are more likely to be separated from their peers • Less time in the classroom means: • less time with peers • less access to the teacher • less access to learning.

  6. Using natural supports • Natural supports are the everyday relationships and opportunities that foster inclusion • There is growing emphasis for using natural supports • Peers are natural supports. MODULE 9: Inclusive classrooms

  7. Working together • The way a classroom is set up can support or be a barrier • Strategies can enhance or inhibit students’ opportunities to participate • Practices may suit one student but not another. MODULE 9: Inclusive classrooms

  8. Working together MODULE 9: Inclusive classrooms Specialist teachers may have ideas about what may work in the classroom Individual Education Plan (IEP) meetings allow students and family/whānau say how they want to be supported Teachers and teachers’ aides need to meet regularly to discuss student preferences.

  9. Next step? Download the workbook for this module at: teachersandteachersaides.tki.org.nz/Our-work-together/Module-9 To find out more about Teachers and Teachers’ Aides Working Together and to access the other modules go to: teachersandteachersaides.tki.org.nz MODULE 9: Inclusive classrooms

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