The Role of Collaborative Work in Supporting Students with Special Education Need in Inclusive Setting
Every kid has a right to have a good education, including students with special education needs (SEN). Inclusive education can be an alternate to fulfill that right. In Sekolah Cikal, we believe that inclusivity can give benefit for all team member. Students can learn uniqueness of their friends and develop empathy. Teachers polish their creativity to create welcoming and involving learning opportunities for SEN students. At the same time they also create effective inquiring learning experiences for the other students. Such opportunity can give benefit, as well as challenges for teachers working with all students in inclusive setting.
Developing collaborative work between class teacher, subject teacher, and special education teacher, is one strategy that we applied. By working collaboratively, we expect each expertise that teacher has will contribute to the success of learning experiences.
One activity that we did in the beginning of the year is read through all of the program in every level. By doing this activity, all teachers will have a map about what to be achieved by all students, and how the topics integrated. Special education teacher will look the chances of the SEN students’ achievement and plan for individual goal.
Planning for more individualized goal for SEN students, then every special education teacher share their special education need students’ profile and needs to the class and subject teachers. Every teacher will know their SEN students specifically.
In the beginning of the term, class teacher and special education teacher discuss with parents about Individual Education Plan (IEP) with certain goal to be achieved in every term. At the end of the term, they will meet again to review the achievement.
In weekly basis, special education teacher join level meeting to discuss weekly plan. On the discussion, special education teacher will get an overview of learning experiences planned by class teacher. They also can give suggestions about teaching modification that can be implemented by the class teacher during learning process in class.
Special education teacher can also contribute for preparation and giving review session after learning process in class. SEN students will get benefit when they got information earlier before learning process in class. They will learn the specific vocabulary and concept used, and relate it to their previous knowledge and experience. Reviewing activities managed by special education teacher will enhance knowledge and skill received in class and bear out the possibility of missing information during inattention period.
By implementing collaborative work in supporting SEN students, we learnt that inclusivity needs openness from all team member. Communication is the important skill that we have to develop, with respectful attitude. Reflection, sharing and giving feedback are part of our daily conversation to achieve optimum achievement of SEN students in inclusive setting.
Head of SSC
Libraries play a central role in the implementation of programmes at any school. In an IB school, the library promotes and supports the teaching and development of transdisciplinary skills, international-mindedness, the IB learner profile, and PYP attitudes and concepts. It connects with the whole school and community to ensure access to information on global issues and diverse perspectives. In addition, the teacher -librarian collaborates with class teachers to help students acquire the information literacy skills needed as inquirers, lifelong learners and readers.
As a new teacher-librarian, I wanted students and teachers to view the library as a hub of learning. With this in mind at the beginning of this academic year, I collaborated with teachers to host a library orientation with each class from PG B until PYP 6 as part of our way to promote widespread use of the library. The big idea behind this activity was to shift everyone’s mindset about the role of the library in students’ quest for answers to their inquiries.
Together with class teachers, we developed a variety of learning engagements in the library. The planning and teaching were done collaboratively with teachers at all year levels to ensure the success of this event. Learning engagements included a library tour, a scavenger hunt, watching a movie about the library, creating signs to display the essential agreements in the library, listening to stories and many more.
By Merry Inggarwati/ PYP teacher librarian at Sekolah Ciputra
This article highlights year 3 students inquiry into migration and exploration through inquiry led personal central ideas and action through ICT integration.
“When you’re curious, you find lots of interesting things to do.”- Walt Disney
‘How the World Works’ is the trans-disciplinary theme that motivated Global Jaya School’s Year 3 students exploration into the world around them.
Students began by creating their personal, central ideas that drove their inquiry into a topic of their choice. They achieved this through using the Tubric model, which guides learners to form student inquiry questions.
Students integrated ICT by creating personal WIX websites that illustrated their line of inquiry.
Here is an example of a student’s work.
http://annayr3.wixsite.com/daffa-3b (use this as a sample for the blog site of what year 3 students did to show their learning)
Anna R. Cottrell Year 3 teacher Global Jaya School