Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Co-Teaching: General and Special Educators Working Together

No description

Emily Eaton

on 1 August 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Co-Teaching: General and Special Educators Working Together

Co-Teaching: General and Special Educators Working Together
Different Approaches to Co-Teaching
1. Lead and Support
2. Station Teaching
3. Parallel Teaching
4. Alternative Teaching
5. Team Teaching
(University of Kansas)
Setting up a Co-Teaching Classroom
Tips and Strategies
No one knows teaching like another teacher....
Desired Outcomes for Student Learning
Activity #1
Activity #2
Make a list of your strengths and weaknesses as a teacher.

Pair up with a partner and discuss your lists. Provide ways that you could use these lists to establish a cohesive classroom with a co-teacher.
Final Activity
Evaluation of the Presentation:

Did this presentation meet the goals?
To inform both regular education teachers and special education teachers of the importance of co-teaching in relation to inclusion.
To demonstrate the different types of co-teaching
To provide teachers with resources to implement co-teaching within their classrooms
Please turn the evaluation in as you leave. Thanks!
I. Introduction ( 45 min)
A. Goals and Rationale
B. Research
C. Types of Co-Teaching
D. Examples
E. Activity #1 (15-20 min)
II. Challenges (45 min)
A. Setting up a Co-Teaching Classroom
B. Tips and Strategies
a. 6 Key Steps
b. 3 Critical Issues
c. Barriers
d. Assessment
e. Community Involvement
D. Activity #2 (15-20 min)
III. Success (20 min)
A. Desired Outcome
B. References
C. Evaluation

In the past, teachers tended to work alone and there was little or no collaboration among teachers. Collaboration is a style that professionals choose to use in order to accomplish a goal they share. True collaboration is demonstrated only on the teams where all members feel their contributions are valued and the goal is clear, where they share decision making, and where they sense they are
respected (H. Lee, n.d.)
What is Collaboration?
Why Do We Need Collaboration?
The majority of public educational settings provide inclusive education for students with and without disabilities. Teachers and related educational professionals support students in achieving not only academic skills but also in developing the knowledge, skills, and attitudes to become caring and compassionate citizens. One of the most
critical skills for these individuals who are involved in providing inclusive education is collaboration. Through collaboration, ideas can be shared, new and better strategies can be developed, problems can be solved, students’ progresses can be better monitored, and their outcomes are evaluated effectively. True collaboration will enhance an effective inclusive education and will be beneficial for all the individuals involved in the child’seducation including parents (H. Lee).
Characteristics of Collaboration
Collaboration is voluntary. You decide to participate.

Collaboration is based on parity. Teachers who collaborate must believe that all individuals’ contributions are valued equally.
: Collaboration requires a shared goal. Teachers tend to collaborate only when they share a goal.
Collaboration includes shared responsibility for key decisions. Teachers divide work and share decision making about the activities they are undertaking.
Collaboration includes shared accountability for outcomes. If teachers share key decisions, they must also share accountability for the results of the decisions.
Collaboration is based on shared resources. Each teacher in a collaborative effort should make an effort to contribute some type of resource.
Collaboration is emergent. True collaboration will emerge as teachers are more experienced at collaboration (H. Lee).
Within our school, we have had several major and minor issues with inclusion in recent years. The general education teachers are dissatisfied with the performance of the special education teachers, and the special education teachers believe that the inclusion students aren't receiving their accommodations. It has caused so much friction between the two groups, that the district Special Education Coordinator had to meet specifically with the teachers at our school about the issue.
Research shows that collaboration between general and special educators benefits the quality of instruction and supports for students with disabilities. Students without disabilities benefit, too. These are among the findings of a metasynthesis of co-teaching research conducted by Scruggs, Mastropieri, & McDuffie (2007)
Divide into groups (K-2 teachers and inclusion teacher; 3-5 teachers and inclusion teacher; 6-8 teachers and inclusion teacher)

Take about fifteen minutes to discuss the different co-teaching approaches and fill out the worksheet provided at your table.
Questions from the worksheet:
How are the co-teaching strategies similar?

How are they different?

What are potential problems with co-teaching?

Additional Comments
Six steps to successful co-teaching
Establish rapport
Identify your teaching styles and use them to create a cohesive classroom
Discuss strengths and weaknesses
Discuss IEPs and regular education goals
Formulate a plan of action and act as a unified team
Take risks and grow
(National Education Association)
Three critical issues that teams should address before implementing co-teaching
(Marston, (n.d.)
Barriers to effectiveness
Several things can stand in the way of effective teaching in general. However, some issues that are unique or critical to the co-teaching process are :
Student Readiness
Teacher Readiness
High-Stakes Testing
Blogs on Co-Teaching:
The Evidence Base on Co-Teaching: Are WE There Yet?

The Ins and Outs of Co-Teaching.

Reflections on This Past School Year

My Co-Teaching Comfort Level.

Co-Teaching: General Guidelines and Procedures.

Provided on handout

To inform both regular education teachers and special education teachers of the importance of co-teaching in relation to inclusion.
To demonstrate the different types of co-teaching
To provide teachers with resources to implement co-teaching within their classrooms
Assessment in Co-Teaching Classrooms
Assessment, just like planning and instruction, should always be done in a collaborative manner by co-teachers.

When assessing their students’ performance, co-teachers should collaboratively:

• Develop assessments or products that convey student learning using differentiation and culturally responsive techniques that allow students to show what they have learned in multiple formats.
• Develop explicit scoring criteria for assessments or products so students know exactly what they are expected to do; share exemplars.
• Use scaffolding techniques for formative assessment activities to move the learner from their current level of understanding incrementally toward achieving the standard.
• Evaluate student performance to determine if the intended outcomes have been achieved by developing fair and non-discriminatory grading practices.
• Plan to adjust future instruction based on student performance and needs.
• Identify areas that might need re-teaching.
• Document student progress on IEP goals (the special educator will likely be the lead on this, but the general educator should also participate).
• Share assessment data with stakeholders.
(Maryland Learning Links)

Community Resources
There may not always be an inclusion teacher available for each class. There are many retired educators that are willing to donate their time to assist in the classroom. There are also area business men and women who are willing to help in their area of expertise.
At a local highschool, a secondary math teacher contacted the local bank about sending some accountants in for occasional tutoring. The bank allowed the accountants to take turns donating time to assist in the math classroom. The teacher's test scores for that year showed tremendous gains. She had used a free resource to improve student learning. It never hurts to ask!!
Increased instructional delivery and assessment options for greater student engagement.
Increased grouping flexibility in order to provide students with differentiated instruction and diverse learning experiences.
Reduced stigma for children through inclusive practices and access to the general education curriculum.
Increased professional support and opportunities for collaborative problem-solving.
Meets IDEA regulatory requirements for Least Restrictive Environment.
(Maryland Learning Links)
Austin, V. L. (2001). Teachers' beliefs about co-teaching. Remedial and Special Education, 22(4), 245-255.
Collaboration/Cooperative Teaching | Special Connections. Retrieved July 25, 2013, from http:// www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching
Collaboration/Cooperative Teaching/Teacher Tools/Types of Co-Teaching | Special Connections. Retrieved July 25, 2013, from http://www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching/teacher_tools/types_of_co_teaching
Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16.
Lee, H. (n.d.) Collaboration: A must for teachers in inclusive classroom settings. Retrieved from http://education.shu.edu/pt3grant/lee/collaboration.html
Marston, N. (n.d.). NEA - 6 Steps to Successful Co-Teaching. Retrieved July 25, 2013, from http://www.nea.org/tools/6-steps-to-successful-co-teaching.html
Maryland Learning Links. Retrieved July 25, 2013, from http://marylandlearninglinks.org/952
Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & Mcduffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270.
Mississippi Department of Education. Retrieved July 25, 2013, from http://www.mde.k12.ms.us/
Murawski, W. W., & Swanson, H. L. (2001). A meta-analysis of co-teaching research: Where are the data?. Remedial and Special Education, 22(5), 258-267.
National Dissemination Center for Children with Disabilities. Retrieved July 25, 2013, from http://nichcy.org/schoolage/effective-practices/coteaching
CPSE : Co-Teaching Models. Brigham Young University McKay School of Education. Retrieved July 25, 2013, from http://education.byu.edu/cpse/co_teaching/co_teach_models.html
Scruggs, T. E., Mastropieri, M. E., & McDuffie, K. A. (2007). Co-teaching in inclusive classrooms: A metasynthesis of qualitative research. Exceptional Children, 73(4), 392-416.
Walther-Thomas, C., Bryant, M., & Land, S. (1996). Planning for effective co-teaching the key to successful inclusion: The key to successful inclusion. Remedial and Special Education, 17(4), 255-264.
Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30(4), 395-407.
YouTube. Retrieved July 24, 2013, from http://www.youtube.com

Full transcript