Support Facilitation Model

Support Facilitation Model:

 Two teachers are providing instruction within the general education classroom (not co-teaching). The general education teacher is teaching the course content and the exceptional education (ESE) teacher provides services in class to an individual student or a small group of students. 

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The purpose for post is to guide administrators, support facilitators and general education teachers with a few best practices for providing effective support to students with disabilities in a general education setting. 

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ALL students have have the right to a free and appropriate education.

                                     

"The Individuals with Disabilities Education Act (IDEA) is a law that makes available a free appropriate public education to eligible children with disabilities throughout the nation and ensures special education and related services to those children." (IDEA, 2004)

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Responsibilities of General Education Teachers and Support Faciliators

The roles and responsibilities of general education teachers and support facilitators support student learning. The general education teacher delivers content and manages the classroom while the support facilitator will assist with specialized student needs.

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Things to Remember:

• Ongoing collaborative planning between general education teacher and support facilitator is necessary to ensure students' growth.
• Special education is a service, not a place. Label does not drive placement.
• The ESE Teacher’s schedule is flexible allowing support to occur for a partial class period or certain days of the week.
• Paraprofessionals serve an important role supporting all students in the general education classes, but cannot not considered ‘support facilitators’.

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References

Educause. (2017, January 23). The Power of Inclusive Education [video file]. Retrieved from https://youtu.be/Tzl8eSK7aIA

Friend, M. (2014). Co-teach! Building and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marilyn Friend, Inc.

Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004)

Support Facilitation Model Effective Inclusion: A Collaborative Process. (2017), 1–46. Retrieved from http://bcps-esls.com/downloads/SupportFacilitationManual-Broward.pdf

Universal Design for Learning

Universal Design for Learning (UDL)

• Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to succeed.
• This approach offers flexibility in the ways students access material, engage with it and show what they know.
• helps all kids, but it may be especially helpful for kids with learning and thinking differences or students with expectionalities.

Universal design for learning (UDL) is a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. To learn more visit cast.org

References

The UDL Guidelines. (2018, August 31). Retrieved October 25, 2019, from http://udlguidelines.cast.org/?utm_medium=web&utm_campaign=none&utm_source=cast-about-udl.

Welcome to SPED Teacher Talks!

Welcome to SPED Teacher Talks!

A place to share all things related to exceptional student education!

Mr. Teee. Teepublic. Retrieved from https://www.teepublic.com/MrTeee

As a elementary support facilitator, I am able to be a part of something incredible: learning and growth. This is a place to share ideas, challenges, and accomplishments that support kids to reach their potential and become tomorrows compassionate leaders.

This blog's purpose is to share the author's thoughts and ideas on what has worked for her in her teaching career. The information in this blog is a starting point and should not be the only information to determine best practices in your own classroom. 

Please feel free to leave a comment below if you have ideas, strategies, and research that related to exceptional student education!