Inclusion in education is a critical component of promoting equal opportunities for all students, regardless of their abilities or disabilities. Parallel support in special education is an approach that encourages students with special needs to learn alongside their typically developing peers in a general education classroom. This inclusive model allows students to benefit from a diverse learning environment, promoting academic growth and social development. In this blog post, we will explore how parallel support in special education can transform classrooms, focusing on collaboration, co-teaching, differentiated instruction, peer relationships, assistive technology, universal design for learning (UDL), and ongoing assessment and monitoring.
The role of collaboration in parallel support in special education
Collaboration is at the heart of successful parallel support in special education. Teachers, support staff, therapists and parents must work together to create a supportive and inclusive environment for all students. This collaborative approach ensures that Individualized Education Plans (IEPs) are developed and implemented effectively, meeting the unique needs and abilities of each student.
The key stakeholders involved in collaboration include:
General education teachers: they are responsible for delivering the curriculum and ensuring that all pupils, including those with special needs, can access and participate in learning activities.
Special education teachers: They provide specialized instruction and support for students with special needs, ensuring that their IEP goals are met.
Support staff: Aides, speech and language therapists, occupational therapists, and other specialists may work with students individually or in small groups to address specific needs and support their academic and social development.
Parents: Parents play a key role in supporting their child's education by providing valuable information about their child's strengths, needs and preferences.
When these stakeholders work together effectively, the benefits are many. Collaboration leads to a more comprehensive understanding of each student's needs, allowing for personalized instruction and support. In addition, collaborative classrooms foster a sense of community and belonging for all students, promoting positive attitudes toward diversity and inclusion.
When does a child need parallel support?
A child may need parallel support in their educational pathway when they have special needs or disabilities that require additional help or adaptations in order to succeed in the mainstream classroom. Determining when a child needs parallel support involves a comprehensive assessment process that takes into account the child's unique needs, strengths and challenges. Some factors that may indicate the need for parallel support include:
Academic difficulties: If a child is consistently struggling to meet grade-level expectations or make progress in the general education curriculum, he or she may benefit from parallel support to address specific learning needs.
Social or behavioural concerns: Children who experience difficulties with social interactions, communication or exhibit challenging behaviours may need parallel support to develop appropriate social skills and self-regulation strategies.
Recognised disabilities: Children who have been diagnosed with specific disabilities, such as autism spectrum disorder, attention deficit hyperactivity disorder (ADHD), learning disabilities or physical disabilities, special educational needs, may require concurrent support to access the general education curriculum and participate fully in the classroom.
Individualized Education Plan (IEP): If a child has been evaluated and determined eligible for special education services, he or she may have an IEP that outlines the necessary accommodations, modifications, and support services needed. Concurrent supports can assist in the effective implementation of these plans in an inclusive environment.
Professional Recommendations: Teachers, school psychologists, therapists, or other professionals involved in a child's education may recommend concurrent supports if they believe it will benefit the student's academic, social, or emotional development.
It is important to note that each child's needs are unique and the decision to implement concurrent support must be made on an individual basis. Collaboration between teachers, parents and specialists is vital in determining the most appropriate and effective support strategies for each child.
Co-teaching strategies for success
Co-teaching is a powerful strategy in parallel support in special education, as it allows general and special education teachers to work together to provide instruction. This collaboration can take various forms, such as team teaching, station teaching, parallel teaching or alternative teaching. Co-teaching ensures that all pupils, including those with special needs, receive the necessary support and adaptations to succeed in an inclusive classroom.
The benefits of co-teaching include:
- Increased access for students with special needs to the general education curriculum
- Greater individualized support for all students, as teachers can more effectively address diverse learning needs
- Enhanced professional development for teachers through shared expertise and collaboration
- Improved classroom climate, as students observe and learn from positive teacher collaboration.
For successful implementation of co-teaching, teachers should
- Clearly define their roles and responsibilities.
- Plan and communicate regularly to ensure seamless teaching collaboration.
- Develop a shared vision and goals for their classroom
- engage in continuous professional development to improve their co-teaching skills
Differentiated teaching: Meeting different learning needs
Strategies for implementing differentiation in the classroom include:
- Varying the level of difficulty or complexity in assignments and tasks
- Providing multiple means of representation (e.g. visual, auditory, kinesthetic)
- Providing different ways for students to demonstrate their understanding and skills
- Adapting the pace and sequence of instruction to meet individual learning needs
Building positive peer relationships
Strategies to promote positive peer interactions include:
- Establishing a culture of respect, empathy and cooperation in the classroom
- Encourage collaborative learning activities, such as group work or peer teaching
- Explicit teaching of social skills, providing opportunities for students to practice and develop these skills in a supportive environment
- Modelling appropriate and respectful behaviour when interacting with students and peers
Positive peer relationships not only help students develop key social skills, but also contribute to improved academic outcomes. Research has shown that students who feel a sense of belonging and connection with their peers are more likely to be engaged and motivated in their learning.
Assistive technology: Improving accessibility and participation
To effectively integrate assistive technology in the classroom, teachers should
- Identify and assess individual student needs to determine appropriate tools and supports
- Collaborate with specialists, such as occupational therapists or IT specialists, to ensure effective use of IT in the classroom.
- Provide training and support to students, teachers and parents in the use of YT devices and software
- To continuously monitor and evaluate the effectiveness of the YT in supporting student learning and make adjustments as needed.
Universal design for learning: Creating inclusive environments
UDL principles include:
- Provide multiple means of representation: offer a variety of ways for students to access and engage with information, such as visual, auditory or kinesthetic materials.
- Provide multiple means of action and expression: allow students to demonstrate their understanding and skills in different ways, such as written, oral or creative expression.
- Provide multiple means of engagement: Boost motivation and interest by offering choices, challenges, and opportunities for collaboration.
When UDL principles are integrated into parallel special education supports, students with and without special needs can benefit from a more inclusive and accessible learning environment that is responsive to their diverse strengths and needs.
Measuring success: Evaluating and monitoring progress
Ongoing assessment and monitoring of progress are vital elements of effective parallel support in special education. Regular assessment allows teachers to gather information about student learning and adjust teaching and support strategies accordingly.
Types of assessments and their applications include:
Formative assessments: These ongoing assessments provide real-time feedback, allowing teachers to make instructional adjustments as needed to support student learning.
Summative assessments: These assessments evaluate student learning at the end of a unit or period of instruction, providing information on overall progress and achievement.
Performance assessments: these assessments require students to apply their skills and knowledge in authentic contexts, demonstrating their understanding and competence.
By using a combination of assessment types, teachers can ensure that parallel special education support is effective in meeting the diverse needs of all students.
Original content from the Upbility writing team. This article, in whole or in part, may not be republished without attribution to the publisher.
