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Communication

Researchers suggest:

  • Both educators carry out a self-examination where they are honest about their opinions.

  • co-educators map out each of their strengths and weaknesses with Venn diagrams to keep organizatio

Preparation

  • Preparation requires that teachers prepare lessons and activities together or separately.

  • However, they should always inform each other of any plans before implementing them.

Conflict Resolution

  • One of the most important aspects of co-teaching and collaboration when in an inclusive setting.

  • Resolving any forthcoming issues that may come up by communicating and having a plan for when disagree do arise.

Why collaborate?

  • Collaboration within education could also mean inclusion.

  • When inclusion is practiced, students in general education and students in special education learn and participate alongside each other in the same classroom.

  • Although the students participate on one accord, instruction must be differentiated and students must be accommodated based on their individual needs; this is why collaboration is important.

References

Bryant Davis, K. E., Dieker, L., Pearl, C., & Kirkpatrick, R. (2012). Planning in the Middle: Co-Planning Between General and Special Education. Journal Of Educational & Psychological Consultation, 22(3), 208-226. doi:10.1080/10474412.2012.706561

Embury, D. C., & Kroeger, S. D. (2012). Let’s ask the kids: Consumer construction of co-teaching. International Journal of Special Education, 27(2). Retrieved from http://connection.ebscohost.com/c/articles/77669367/lets-ask-kids-consumer-constructions-co-teaching

Hughes, S., & Kolstad, R. K. (1995). Strategies to promote inclusion in primary grades mathematics classrooms. Education, 116248.

Isherwood, R. S., & Barger-Anderson, R. (2008). Factors affecting the Adoption of Co-Teaching Models in Inclusive Classrooms: One school's Journey from Mainstreaming to Inclusion. Journal Of Ethnographic & Qualitative Research, 2(2), 121-128.

Magiera, K., & Zigmond, N. (2005). Co-Teaching in Middle School Classrooms Under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co-Taught and Solo-Taught Classes?. Learning Disabilities Research & Practice (Wiley-Blackwell), 20(2), 79-85. doi:10.1111/j.1540-5826.2005.00123.

Ploessl, D. M., Rock, M. L., Schoenfeld, N., & Blanks, B. (2010). On the Same Page: Practical Techniques to Enhance Co-Teaching Interactions. Intervention In School And Clinic, 45(3), 158-168.

Implementing Strategies:

common co-teaching models

  • one teach/one observe
  • one teach/one assist
  • parallel teaching
  • station teaching
  • alternative teaching
  • teamteaching

General Strategies for inclusive Settings

Components of collaboration for inclusion

  • Communication
  • Preparation
  • Conflict Resolution
  • Appropriate Co-teaching strategies
  • Restructuring the classroom to optimize learning
  • Utilize a variety of instructional materials
  • Involve students by providing a choice
  • Analyze student learning styles
  • Provide feedback

What does successful collaboration look like?

  • In order to have a successful inclusive classroom, co-educators must work together to provide accommodations and modifications for all of the students, especially students in special education who may need support

What is collaboration?

  • In the field of education, collaboration means educators, administration, parents, students, and others involved work together to ensure the achievement and success of all students.

The Importance of Collaboration for Inclusion

Telea Davis

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