Inclusion Support Models

Inclusion Models
Student’s Name
Institutional Affiliation
Inclusion Models
Part One

One-To-One Assistant

Itinerant Consultation

Co-Teaching

Key Elements and Distinctive Characteristics of Model

-It comprises of paraprofessionals who report directly to licensed professionals (Lushin et al., 2020).
-It involves delivery of services to students with special healthcare needs.
-It involves working with students individually.
-It involves tutoring on a rotational basis (Lushin et al., 2020).

-It involves the delivery of instruction to students with a hearing loss (Villa & Thousand, 2016).
-It is conducted by specially trained instructors.
-It involves consultation with families and other professionals.
-It often involves movement from one school to another (Villa & Thousand, 2016).

-It involves two teachers (Villa & Thousand, 2016).
-It includes different approaches such as parallel teaching, alternative teaching, and station teaching.
-Teachers choose the best approach based on their students’ needs and class capacity (Villa & Thousand, 2016).

Advantages

-Students get individual help whenever they need it (Lushin et al., 2020).
-It is easy for one-to-one assistants to keep students on task because they are close to them (Tanet et al., 2016).
-There is increased rapport between the teacher and the students.
-The model saves time (Lushin et al., 2020).

-Itinerant teachers are able to focus on one or more students at a time (Villa & Thousand, 2016).
-Instructors have the opportunity to work with students’ families over several years.
-The instructors have special independence.
-The diversity of students makes itinerant teachers more cognitively stimulated (Villa & Thousand, 2016).

-Every teacher plays an active role (Villa & Thousand, 2016).
-Having two teachers collaborating is better than having only one teacher.
-Teachers are able to cover more teaching material in a short period.
-Students can be separated if necessary.
-Having more than one teacher in the classroom improves the quality of interaction with students (Villa & Thousand, 2016).

Challenges

-The one-to-one assistants may have more control over the students than their supervisors (Tanet et al., 2016).
-Students tend to expect one-to-one assistance at all times.
-Teachers can get extremely exhausted due to constant interaction with students.
-Having a teacher around reduces the amount of individual study time for students (Tanet et al., 2016).
-Lesson formats can become monotonous (Lushin et al., 2020).

-There is often inadequate time to collaborate with families and educators and work with students (Villa & Thousand, 2016).
-There are often complications in trying to work around students and general educators’ schedules.
-Having to travel from one school to the other can be challenging.
-Style differences among itinerant teachers and general educators.
-Parents tend to become over-reliant on itinerant teachers (Villa & Thousand, 2016).

-Having more than one teacher in the classroom can be distracting (Villa &...