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Co-Teaching in the Inclusive Classroom

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Samantha Petterson

on 3 May 2010

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Transcript of Co-Teaching in the Inclusive Classroom

Definition of Co-Teaching Pre-Requisites for Co-Teaching Rationale for Co-Teaching History of Co-Teaching Models of Co-Teaching Co-Teaching is : “an instructional delivery approach in which a classroom teacher and a
special education teacher (or other special services professional) share responsibility
for planning, delivering, and evaluating instruction for a group of students, some of
whom have exceptional needs” (Friend, 1993) A partnership that:
Serves as a means of providing special services to students with disabilities
Is composed of two or more professionally licensed educators
Requires professionals to share responsibility for instruction and other related areas
Is built on the belief that ALL students should be included in the classroom
Based in a single classroom

personal traits that facilitate the collaboration aspect of co-teaching shared philosophy pedagogical knowledge expertise that can add dimension
to the co-teaching partnership effective communication skills supportive context Teaming Station Teaching Parallel Teaching Alternative Teaching One Teach, One Assist One Teach, One Observe Growing Trends towards Inclusive Practices and Collaboration Team Teaching No Child Left Behind IDEA REI Access to General Education Curriculum Access to Highly Qualified Educators Co-Teaching in an Integrated Classroom Jesse Berube Sam Petterson Stephanie Campbell Jonny Zacharias Kristin Ververs pet peeves noise level discipline Group Discussion First Meeting Support system for teachers Reduced stigma School day less fragmented Station Teaching Activity Pros:
Access to highly qualified educators
Higher attendance
Equal access to school curriculum
Skill improvement (abstract thinking and literacy skills)
Positive impact on academic achievement
Increased self esteem
Reduced stigma
Increased access to resources
Support system
Intensive curriculum
Renewed enthusiasm
Willingness to try new things and break from tradition

Pressures from high stakes testing sometimes limits its feasibility
Special educators level of content knowledge may be lacking
Special educators are sometimes placed in the sole role of the teacher's assistant
Roles and responsibilities may not be clearly identified
Conflicting schedules
Personal attitudes towards co-teaching may interfere
Tradition of isolation
Lack of resources
Lack of administrative support

Pros, Cons, and Barriers Tips and Strategies Examine oneself Use an agenda Make data based decisions Respect each others differences Be open and willing to try new things Be an active listener Find the time to co plan Use your time effectively Consider parity signals

Discuss and clarify each other's roles and responsibilities Engage in professional development Provide feedback on each other's performance in a manner which is acceptable to both
Full transcript