Reverse Integration: What it Looks Like and Why we NEED it
Facilitating reverse integration is one of the many reasons why I love being a Community Classroom Teacher. In my previous classroom, at the time, some of my students were not yet accessing integration into mainstream, typical-ed settings. Instead of completely shutting down the idea of integrating these students with their same-age peers, I decided to open up my classroom door to ANY classroom in the entire school interested in collaborating. I sketched out a time in our day that would be really "sensory" based. This included using waterbeads, water play, play dough, slime, etc. My goal was really to create tasks that would span any age, ability or interest. Then, I waited for classes to show interest, and invited 3-4 students down during that time to engage in these sensory activities with my students. Of course, entering a new environment with an unfamiliar teacher and unfamiliar staff and students can be intimidating! We kept the tasks super low-key, structured them using visuals and reinforcers for our students and modelled what it looked like to buddy up.
Heres why we NEED it (in every school context):
Reverse integration was not only an invaluable experience for the students in my CC, but also for the "neurotypical" students who joined us. They engaged in asking authentic questions about the materials in our classroom (i.e., Trike, weighted lizard, timers, visual schedules), communication devices (i.e., how it works, why specific students needed it, why it functions differently than a traditional iPad). Students also began forming pure relationships and built foundational trust with one another. I found the same students asking to come back often, or volunteer for other programs I began running with my students.
LUNCH BUDDIES:
With all this interest as a result of reverse integration, I wanted to find more opportunities for students from other classrooms and grades to join us authentically in our day. So, we began asking students to come eat with us during lunch time! They were naturally modelling appropriate eating and lunchtime behaviours for my students, engaging in conversation during the meal and helped with tidying up routines. Another major win for all!
AGE DOESN'T MATTER!
I found, from my experience, that it didn't really matter what age or grade the students who came to join us were from. Younger, older or same age were all meaningful! I loved watching my students show their new friends around our space, teaching them about our classroom expectations and how to go about manipulating the material. Alternatively, the students who came to buddy up with us also took pride in taking on a leadership role and acting as a friend and mentor to my students. So - I'll definitely be doing this again, and with no expectation on age or grade!
BIG PICTURE:
These smaller, more controlled opportunities to integrate allowed my students to make connections in a space that they felt most comfortable in. It also opened up opportunities to have new friends to initiate play with at recess or to simply greet in the hallway. Reverse integration is definitely a learning experience for ALL and one that I LOVE being involved with!
Do you use reverse integration as a CC teacher or homeroom teacher? What have your experiences been? Let me know in the comment section below! I am always looking for new ways to engage in integration opportunities in a variety of settings, with different people and using an array of materials to engage all learners!
M.
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