Elements and Characteristics of Three Inclusion Models

Inclusion Models
Student Name
Institutional affiliation
Course Name and Number
Professor
Due Date
Part 1

One-to-One Assistant

Co-teaching

Itinerant Consultation

Key elements and distinctive characteristics of the model

A one-to-one assistant is a paraprofessional working under the supervision of a licensed professional to offer direct services to students with special needs.
The one-to-one assistant also offers direct support to children with disabilities, supports teachers, and gives teachers feedback regarding the children's special needs goals under their watch.
There are face-to-face interactions in co-teaching

Co-teaching model is where one teacher teaches while the other assists.
One is the primary teacher, and the other is a support system.
One can teach while the other observes.
There are face-to-face interactions in co-teaching.
There is positive interdependence.
The model is also based on individual accountability.

Itinerant-consultation model refers to a professional visiting a child’s classroom to offer consultations and support to the teacher or primary caregiver.
Itinerant teachers may also interact with children; their primary responsibility is to help caregivers or teachers identify ways of offering Individualized Educational programs (IEPs) in their absence.
Itinerant travel from one place to another to offer support and feedback to teachers
.

Advantages

Special needs learn more through the modified input of the one-on-one assistant.

Co-teaching enhances teacher creativity, promotes collaboration, and energizes students.

Closely supports teachers who in turn support students.
Puts students’ special needs at the center to ensure that learning is always student-centered.

Challenges

One-on-one assistants quickly get exhausted with constant interaction with special needs children. One-to-one assistance might fail to address the child's specific needs due to limited specialization. In most instances, one-on-one assistants are dropped.

Must be used infrequently to avoid missing out on student needs through grouping.
Teachers have to compromise and negotiate ideal teaching styles.
Demands extra teamwork and commitment from teachers.

Huge caseloads as one must engage both teachers, caregivers, and students periodically.
Tiresome, and one must move from one location to another to ensure that IEP needs are attained.

The resources needed to implement the model.

Students should be near teachers to aid interaction.
Special needs resources to aid communication and interactions.

Teachers’ toolkit for students with special needs is necessary.
Co-instructions and Lesson plan to aid both teachers’ preparations.

Questions that inform personal preparation programs.
Materials including special needs equipment where necessary for students.
Educational resources, including inclusive classroom resources.

Part 2
Reflection: One-to-one Assistant Model
Preferred model
Parents with special needs students view a one-to-one assistant as a vital part of their special needs educational journ...