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Co-Teaching

Whittney Smith
Adelphi University

Effective Practices

Co-Teaching Model
Specialized support within the
heterogeneous, general education class
Special education and general education
teachers meet, plan, and teach together
Adaptations in materials, methodology,
presentation, and strategy
Benefits students with disabilities, at-risk
students, and higher functioning students
simultaneously

Six Examples of Cooperative


Teaching
Content Area Specialist Observer
Content Area Specialist Floater
Parallel Teaching
Station Approach
Large Group Small Group
Tag Team Teaching

Content Area Specialist Observer


Content Area Specialist presents material
to class
Special Educator makes purposeful
observations about a student or group of
students
Criteria is determined before-hand and
discussed after
Roles can be reversed

Content Area Specialist


Floater
Most frequently used co-teaching style
Content Area teacher delivers the material
while the special educator floats around the
room addressing individual needs
Special educator also clarifies directions,
asks questions, and facilitates the lesson
Roles can be reversed

Parallel Teaching
Both teachers are presenting the material
simultaneously to a group of students
The groups can be divided either
heterogeneously or homogeneously
This allows for a smaller student to
teacher ratio and more individualized
attention

Station Approach
A signal is needed to divide class time
Each teacher is presenting a different
portion of content material to a different
group
At the signal, the groups switch

Large Group Small Group


Either teacher can take either role (one
leads the small group and one the large)
These groups could be divided
homogeneously and one could leave the
room
This may be beneficial if the content
needs many adaptations or
accommodations to meet the needs of the
students with learning disabilities

Tag Team Teaching


This approach needs ample planning in
order to be successful
Models cooperation and teamwork within
the class
Each co-teacher will take over the lesson at
different times
Both voices are heard throughout the lesson

Roles and
Responsibilities in
Co-Teaching

Responsibilities of Inclusion
Team Members

Plan Curriculum
Adapt Instruction
Deliver Instruction
Assess Student Progress
Grade / Evaluate
Keep Records
Parent Communication
Create / Adapt Materials
Develop Instructional
Strategies

Facilitate Test Modification


Re-Teach / Reinforce
Lessons
Provide Emotional Support
Create I.E.P.
Implement I.E.P.
Create Behavior
Modification Plan
Implement Behavior
Modification Plan

Content Area Specialist

Special Educator

Teaching Assistant
Teacher Aide

Instructional Strategies

Inclusion Classroom Strategies


Course Outline / Unit Assignment Guide
Stick to a routine throughout the year
Require students to use a three-ring
binder; make sure all handouts are holepunched
Distribute inclusion students evenly in
classes
Refrain from confronting students in
front of the class

Inclusion Classroom Strategies


Be sure teachers and TAs have copies of
test modifications (Chapter 408)
Conduct notebook checks regularly
Use graphic organizers
Develop an interactive study guide
Assign critical vocabulary words and
concepts at the beginning of a unit
Write notes on board from left to right

Inclusion Classroom Strategies


Survey the class before erasing notes
Use an outline format
Write homework assignments
consistently in the same place or utilize a
weekly assignment sheet
Provide review guides for exams

Support Strategies for


Inclusion Classrooms

Arrangements

Cooperative
Learning Groups
Paired Reading /
Writing
Reduced seat time
Specific seating
arrangement
Specific Behavior
Plan/Cues

Materials / Equipment

Books on tape
Videos, Software
Recorders (Ipods,
etc.)
Communication aids
Computers / laptops
(Neo)
Calculators

Curriculum Aids

Study Guides
Vocabulary Lists
Main Idea
Summaries
Writing Process Aids
Pre-Written Notes
Graphic Organizers

Learning Logs
Organizational Aids
Skeletal Outlines
Highlight Reading
Materials
Multi-sensory
Presentations

Individualized Support

Facilitation (communication, movement,


thinking)
Shortened / Modified Assignments
Oral Tests
Open Notebook Tests
Re-word, Re-phrase Instructions/Questions
Picture Cues
Multiple Intelligences

Parent Involvement

What parents want

Communication

Parent open house meetings


Parent newsletters
Notes in the students planner
Parent handbooks

Clear and concise homework assignments


A bag of tricks to use at home
Us to know their childs learning style and
I.E.P

Evaluate the Inclusion


Model
Student, teacher, parent questionnaires
ELA and Math Assessments (6th, 7th, & 8th
Grades)
Social Studies and Science (8 th grade)
Continued collaboration and reflective
practice

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