Collaboration & Co-Teaching Model
Using this model, the general education and special education
teachers work together to teach students with/without disabilities in a
shared classroom. Both are responsible for instruction planning and
delivery, student achievement, assessment, and classroom
management. Students receive a rich curriculum and appropriate
academics. The skills and knowledge from these two teachers
creates a learning environment for all students. Collaboration is the
foundation for teachers to plan differentiated learning experiences to
best meet the needs of all learners. It stresses tiered assignments
and products, differentiated learning strategies, modifications, and
flexible grouping to better engage students and curricula.
Collaboration is the style or approach used by equal partners as they voluntarily work
toward a common goal. The following are key characteristics of collaboration:
1. It is voluntary.
2. It requires parity among participants.
3. It is based on mutual goals.
4. It depends on shared responsibility for key decision-making.
5. It requires accountability for student outcomes.
6. It relies on sharing of resources.
Co-teaching is a type of collaboration in which two professionals deliver instruction to a
blended group of students, usually within a single classroom.
Summarized from Two faces of inclusion: Facing inclusion together through
collaboration and co-teaching. The Inclusion Series. Indianapolis: Indiana University.
Video Guide.
The following chart shows the areas of expertise each professional partner brings to the
co-teaching situation.
Special educator's
areas of expertise
General educator's
areas of expertise
Learning styles
Content area knowledge
Behavior modification
Curricular expectations/scope and
sequence
Adaptive learning strategies
Variety of instructional presentation
ideas
Diagnostic/prescriptive teaching
Large-group management techniques
Educational modifications
"Big picture" of academic and social
development
By blending of these areas of expertise, the two professionals can provide a high-energy
environment that is invigorating for students with disabilities as well as non-disabled
students.
The Co-Teach Model
As more schools espouse the full inclusion model, many are trying to find the best
way to reach and teach every student. One step that has been taken is to add coteachers to classes assigned numerous teacher roles with disabled students.
Recommendations from Secondary School Educators are as follows:
For Regular Ed Teachers:
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Open communication lines early
Realize many co-teachers feel just as uncomfortable as you with the situation-they might even feel as if they are invading your classroom
Don't assume the co-teacher wants to take over.
Don't assume the co-teacher is judging you.
Share your beliefs and expectations with the co-teacher so that they know
where you're coming from.
Ask what the co-teacher's expectations are for you.
Don't treat your co-teacher like an aide! They're a teacher too.
For Co-Teachers:
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Open communication lines early
Realize that the regular ed teacher feels ownership of their class--put them at
ease by telling them you are not planning to take over.
Share your educational beliefs and expectations.
Ask what the regular ed teacher expects of you.
Make sure to explain any absences you might have from the classroom while
on campus.
Discuss all student modifications with the regular ed teacher--get them to
have a stake in the modification.
Taken from:
http://7-12educators.about.com/library/weekly/aa120899.htm?terms=CoTeach+Model