Inclusion and proactive Learning Support

Julia Westera   Julia Westera

Reciprocal Teaching – RT3T™ is grounded within one of the most effective evidence-based inclusive methods we know and presents multiple opportunities within safe social contexts for diverse students to develop, practice, improve and transfer their key thinking and socio-emotional competencies for learning and life.

Learning Support: Y3–Y6 STAR Scores for all L2 students in one school (2018)

When students who require extra support have scaffolded skilled support and /or adaptation of RT3T™, they can enjoy belonging to their peer group and assuming teamwork and tuakana-teina relationships, becoming empowered learners, and learning both thinking and kanohi ki te kanohi collaborative skills.

Assessment Rubric for RT3T™ thinking skills (Y9, 2018)

RT3T™ includes Behaviour Skills Training (BST), for sustainably improving essential skills such as those required for communication, social situations and safety, and task engagement. Students who gain benefit from BST include those with Down Syndrome and with challenging behaviours, as well as neurodiverse students with Autistic Spectrum Disorder, Attention Deficit Disorder, Attention Deficit with Hyperactivity Disorder, Pervasive Developmental Disorder, Foetal Alcohol Syndrome.

Assessment Rubric for RT3T™ teamwork skills (Y9, 2018)


Tags:
RT3T reciprocal teaching literacy special education thinking skills teamwork reciprocal reading collaborative learning inclusion pedagogy key competencies evidence-based autism communication skills learning support Foetal Alcohol Syndrome neurodiverse Behaviour Skills Training social skills Autistic Spectrum Disorder Down Syndrome Attention Deficit Disorder