EMPORIA STATE RESEARCH STUDIES Vol. 53, no. 1, p. 15 – 32 (2022) _____________________________________________________________________________________
What Works for Me: Use of Direct Instruction, Universal Design for Learning, Mathematics Lesson Plan Template MARI CABALLEROa, MARJ BOCKa, AND CATHERINE AYANTOYE a
Department of EE/EC/Sped/ED, Emporia State University; Corresponding Author: Mari Caballero, mflake@emporia.edu
______________________________________________ In this article the authors share a structured lesson plan template that incorporates direct instruction, Universal Design for Learning, and models to facilitate co-teaching within inclusive general education classrooms. The article includes a sample mathematics direct instruction and Universal Design for Learning lesson plan in the article. The authors use this lesson plan template to structure thei co-planning and collaboration. Keywords: mathematics, inclusion, co-teaching, DI, UDL
INTRODUCTION During the 2017-2018 academic year, 7 million students ages 3-21, i.e., 14 percent, received special education services under the Individuals with Special Needs Education Act (IDEA). More specifically, in fall of 2017, 63 percent of these students spent 80 percent or more of the school day in general education classrooms. An additional 18 percent spent 40 to 79 percent of the school day in general education classrooms. Further, 13 percent spent less than 40 percent of the school day in general education classrooms. Consequently, in fall of 2017, 94 percent of all students with special needs ages 621 spent a portion of the school day in inclusive, general education classrooms (National Center for Educational Statistics, 2018; United States Department of Education, 2018) where they completed educational activities grounded in the general education curriculum facilitated by highly qualified general education teachers (No Child Left Behind Act of 2001). Effective inclusion of students with special needs cannot occur without ongoing collaboration between general and special education teachers to support the educational performance of students with special needs who attend inclusive general education classrooms (Friend, 2014; Friend & Bursuck, 2012). Co-teaching is a special education delivery service model that supports ongoing collaboration between general and special education teachers (Friend & Cook, 2017). Co-teaching (Friend, 2014; Friend & Bursuck, 2012; Friend & Cook, 2017) is a practice developed specifically to support the provision of
effective educational services for students with special needs in inclusive K-12 general education classrooms. When co-teaching, “two or more professionals with distinctly different areas of expertise jointly deliver core or supplemental instruction to a diverse, blended group of students, primarily in a single physical space” (Friend, 2014, in Friends, 2018, p. 160). To co-teach, a general education teacher and a special education teacher (i.e., working in a coactive and coordinated fashion) plan, deliver and assess instruction in a single classroom (Bauwens, Hourcade, & Friend, 1989; Murawski, 2009; Friend & Bursuck, 2012). Coteaching meets the IDEA principle of least restrictive, most appropriate environment (Friend & Bursuck, 2012). Co-teaching also assures that most students with special needs have access to the general education curriculum and highly qualified teachers (No Child Left Behind Act of 2001, 2002). Co-teaching includes six approaches: One teach, one observe; station teaching; parallel teaching; alternate teaching; teaming; and one teach, one assist (Friend & Cook, 2017; Friend & Bursuck, 2012). The one teach, one observe approach makes room for one teacher to lead large-group instruction while the other collects data for instructional planning purposes. Data such as academic, behavioral, and social relating to students can be collected as needed including that required for Individualized Educational Plans (IEP) progress monitoring. Station teaching assigns each professional a station in the classroom for shared instructional delivery for both. professionals. Both are assigned a station each in the classroom. This coteaching model includes a third station for students to