Benefits And Challenges Of Co Teaching

Co-teaching is important, especially in the school I did my special education field experience at because they are full inclusion. This school district did co-teaching for math and reading. Students receive their assistance with in the classroom while the teacher is instructing class. It takes a lot of planning and collaboration with the classroom teacher, I believe this is not the most beneficial way to teach students that have learning needs. it can become very distracting for the student because what is going on around them. Learning with their peers is important, the instructions their receiving in the classroom are above their level. I wonder how this is providing the best education possible?

An inclusive school culture is essential for the wellbeing of all students including those with a disability.

In elementary school, my classroom had students with and without disabilities, and we all shared the same space while working towards a common goal, but over time this diverse community diminished. This phenomenon of tracking and hierarchy of opportunity in education that I notice today is also responsible for creating an environment in which secondary special education is often a segregated locale, physically and socially removed from mainstream public schooling. I've witnessed Syracuse University push against this norm and challenge these boundaries time and time again, and I feel that before entering my own my classroom I want to address these issues of homogeneity and continue to build my tool box of inclusionary practices that extend past my current

The article goes into great detail over the fact that co-teaching, when implemented correctly, has the potential of really enhancing the learning of all students (Conderman & Hedin, 2014, p.359). Before any co-teaching can happen though the article elaborates on the fact that a teacher needs to know who their students are. And when differentiating instruction a teacher needs to be able to address a “students’ unique strengths, interest, skills, and readiness” (Conderman & Hedin, 2014, p. 353). After all helping each child learn, whatever that looks like, is the ultimate goal, and this article shows how teachers can do this with a co-teacher.

The first part in having a successful inclusive classroom is to identify the social, emotional and academic needs of all students and meet them. The first thing I would do is to review the student file to see what has been done or not done in the past. This will give any indication if past needs or behaviors have been identified or if they have just started. Collecting data will be important here because I will need a complete and clear picture of students ' strengths and challenges, so that

When setting up an inclusive learning environment we need to focus on individual differences. Francis and Gould (2013: p65) explain, that “it is important to recognise the differences in the learners we teach, as these influence how we interact with them.” Francis and Gould (2013) list few typical differences, like age, physical disability, mental health issues, ethnicity, etc.

Aside from providing children with academic benefits, it provides them with a better understanding and respect for diversity. Being in a setting with many different types of students with different needs and abilities provides students with a way to learn about differences and how they can help others. In the Success For All study, results showed that the children involved in the study had “a reduced fear of human differences accompanied by increased comfort and awareness.” (Stout, 2001) If children are separated in the school because of their developmental differences then they will never truly learn that it is okay to be a unique individual. The idea that it is acceptable to be different should become a common knowledge to our students. With that knowledge, our students can make the future a better place for everyone. It has been said that the goal of inclusion is to “create a world in which all people are knowledgeable about and supportive of all other people.” (Whitworth, 1999)

In the following study researchers compared two instructional approaches; co-teaching inclusion and solo-taught special education for students with learning disabilities in regard to their overall academic achievement. Participants of the study included twelve inclusive/co-teaching classrooms, which were compared to thirteen special education classrooms. In the co-teaching contexts the emphasis was centered on the inclusion of students with learning disabilities into a general education classroom. Co-teachers were free to choose the instructional method they would embark. Special education teachers solely instructed students with learning disabilities in small group classrooms.

Examples of inclusive practices the team supports are co-teach integrated classes with accommodations implemented across the content; offering access to various electives and activities. The challenges experienced by the special education team is making sure accommodations are taking place in all classes, creating a program that meets the post-grad needs/plans for students with special needs at a “college prep” school, and have time to train/support general education teachers regarding policies and procedures for special education.

An inclusive environment needs to be present within every part of the educational system. This will include government policy and legislation, curriculum support, the educational institution’s policy, support, technology and functionality and staff training.

When two or more people work together to achieve a common goal they form a collaborative team. With collaborative teaming student with a disability can be included in a general education environment. Collaborative teaming glue inclusive schools together by serving all students despite their abilities. In collaborative teaming special educational programs are planned and implemented to support individual students (King-Sear et al., 2015). Mrs. Smith and her paraeducator will fill many functions of an inclusive program such as facilitating social interaction among the students. As a team the two teachers will assist each other in the reduction of barriers in practicing inclusive programs, encourage each other, building a strong peer support as well as designing a well-coordinated plan to ease student translation between classes, grade school, college and job and in embedding related services in the school day.

As a manager of the Dana Hall institution, the mission to change the mindset of the committee would be a difficult task to maintain. However, with the Level 5 strategy that would be implemented would bring success, and achieve a consensus to move toward co-education. In A Case for Co-education, Hagg explained “coeducation can send a powerful message to girls and boys that adults have faith in the fundamental compatibility of difference, equality and achievement. Classrooms are places to meet, not to avoid… to treat each other with the basic respect and dignity that we expect in the workplace” (para. 6). Given this background, this manager would provide a clear reasoning for moving forward with this decision, and help the leaders to understand

Inclusion in classrooms can further benefit the communication skills and sense of community among students with and without disabilities. “Children that learn together, learn to live together” (Bronson, 1999). For students with special needs, inclusive classrooms provide them with a sense of self-belonging. The classrooms provide diverse environments with which the students will evolve feelings of being a member of a diverse community (Bronson, 1999). For students without disabilities, they learn to develop appreciation of the diversity. The classrooms provide many opportunities for the students to experience diversity and realize that everyone has different abilities that are unique and acceptable. From this realization, the students will learn to be respectful for others with different characteristics (Bronson, 1999). Inclusion in classrooms is beneficial to all students’ individual and community growth.

I achieved a second degree blackbelt in Taekwondo at sixteen and captained a co-ed team that won a state championship through the American Taekwondo Association at seventeen. Leading this team taught me the finer workings of leadership, including skill management, empathy, and task oriented command. Overcoming the personal politics that often rule the traditional Korean community with these skills and hard physical work allowed my team to become the first female led, co-ed team to place and win at a state level.

Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010). As academic standards for the education of students with disabilities are held to the same standards as their typical peers due to the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly