How to Ease Back to School Butterflies A few tips for parents on how to battle the back to school butterflies. Supportive Co-teaching - where the one member of the team takes the lead role and the other member rotates among students to provide support Parallel Co-teaching - where support personnel and the classroom teacher instruct different heterogeneous groups of students Complementary Co-teaching - where a member of the co-teaching team does something to supplement or complement the instruction provided by the other member of the team e.
Special educators need to step up and advocate for co-teaching. Learn what successful co-teaching looks like, what administrators need to do to support co-teaching, and how you can help your administrator understand the benefits of having two teachers in the classroom, working together for the benefit of all their students.
Do you picture the school marm up front holding her ruler as she looks down rows of homogenous students while they memorize their lists of facts? Now take your mental eraser and replace the homogeneous faces of the students with an extremely diverse group of students with and without disabilities.
Replace the rows with small groups and replace the ruler with an iPad linked to the SmartBoard. Replace the list of facts with a UDL activity linked to college and career-ready standards.
Now you have the classroom of today!
|Co-Teaching in the Classroom||This is a multi-step process: Review your curriculum to figure out which units will help you meet which year-end goals.|
|My TeachHUB.com||Proceed from the simple to the complex by using discrete task analysis, which breaks up the learning into its parts.|
|Inclusion (education) - Wikipedia||This article will discuss co-teaching and co-teaching styles and the benefits for students.|
|Embrace Universal Design||Essentially, this means that within one classroom, there is a general educator such as an English teacher and a special education teacher who both work together to facilitate the students' learning.|
|18 Inclusion Strategies for Student Success | TeachHUB||In the co-teaching classroom you typically have a general education teacher and a special education teacher in the classroom. Paraprofessionals may also work in this setting to provide additional support.|
How do we do it all alone? In fact, in many cases, we co-teach. What successful co-teaching looks like Everyone knows that it takes more than just content knowledge to really teach well; teachers have to plan, implement their ideas with kids in the classroom, and then evaluate themselves and the students to see if it went well.
The same holds true for co-teaching. Co-teaching cannot be successful if two teachers are just plunked down in the same room with no professional development to help them with expectations, no time to help them with planning, and no rapport to help them with their day-to-day efforts.
So what does it take to be successful? In a nutshell, co-teaching is like a marriage. The groundwork for co-teaching Unfortunately, many schools are undertaking co-teaching without putting the important components into place for success.
Administrators who want to increase the chances of co-teaching being successful need to: Provide professional development for all faculty regarding what co-teaching is and is not.
Allow for teachers to volunteer to co-teach and have a voice in their partnerships. Create a schedule that ensures there is time for common planning and that teachers do not have too many partners. Continually observe and provide feedback to help co-teachers grow as teams. Nationally, we are finding that many schools are having similar issues related to co-teaching.
Teachers are thrown together, have multiple partners, and no planning time. As a result, the interactions in the classroom are often not that of two equals who have systematically planned what they are going to do to meet the diverse needs of learners.
Instead, the classroom looks much like that of a typical general education classroom, with the general educator doing direct instruction and the special educator along in a supporting role, occasionally interjecting ideas or questions.
Importance of UDL To change outcomes for students, we also need to change input. Teachers who plan universally designed lessons are ensuring that students have multiple means of representation inputengagement activityand expression output CAST, Many resources, ideas, and more descriptions on UDL can be found at www.
Differentiation is the concept that students learn differently and thus may need to have different adaptations or accommodations to help them be successful Tomlinson et al. Fair means you get what you need. Both UDL and differentiation are concepts that a special educator can and should bring to the co-taught classroom.
How to be a successful co-teacher The purpose of co-teaching in inclusive classes is not to double the content knowledge of the instructors. The purpose is to figure out ways to meet the needs of the students in the room in a way different than has been tried and was unsuccessful in the past.
To ensure that your co-teaching relationship succeeds, you need to: Come to the co-teaching relationship armed with a toolkit of strategies, accommodations, modifications, differentiation techniques, knowledge of disabilities and their typical manifestations, positive behavior support strategies, and an understanding of the way students learn.
Be vocal advocates for students, unafraid to make suggestions for changing up the pedagogy from what has been done in the past.
Be capable of taking intervention approaches that they used to implement during pull-out and bring them into the general education classroom so that more students can benefit.
With the current climate change from memorization and regurgitation to bigger picture problem-solving and learning how to think that is characteristic of career- and college-ready standards, now is a great time to co-teach.
Many general educators are overwhelmed by the changes in content, instruction and technology, and they need support, ideas, and collaborative partners! Find a compatible partner. If your students are included in general education classes you should actively seek out partners and potential team members, marketing yourself as a professional who brings a great deal of expertise to the table.
Talk about what you can do, what you can add to the classroom, and how co-teaching involves parity and a sharing of ideas, responsibility, goals, and accountability.
Get buy-in from your administrator.Oct 12, · The Co-Teaching Model Special Education graduate demonstrates the benefits of collaborative classrooms for special needs children and for teachers.
Co-Teaching in Inclusive Classrooms; The purpose of this qualitative Research Project is to explore what strategies general education and special education teachers used to support students in a co-taught inclusive classroom environment.
The primary research question that informs this study is: How does a sample of general education and.
This is the traditional method, and often the most successful co-teaching model. Children of children with disabilities in general education classrooms. A study on inclusion compared integrated and segregated (special education only) preschool students.
on the internet with a specific section on inclusion in education. Inclusive. Five Keys to Co-Teaching in Inclusive Classrooms OBY WENDY W. MuraWSKI ne of the primary ways schools are addressing the need for account-ability and individualization is .
Co-Teaching Models Between General and Special Education Teachers: This is a link to a "pdf" webpage with two charts that focus on five different models of co-teaching between general and special education teachers: complementary teaching, station teaching, parallel teaching, alternative teaching, and shared teaching.
Co-teaching is often implemented with general and special education teachers paired together as part of an initiative to create a more inclusive classroom. Inclusion is “a belief system that embraces the reality that diverse individuals are included within a positive learning environment.” (Stein, , p.