Benefits Of Co Teaching For Students With Special Education

Areas of academic achievement for students with disabilities were a concern addressed in the No Child Left Behind legislation. This concern was very important in the special education community. No Child Left Behind took into consideration, The Individuals with Disabilities Education Act. This act focused on the delivery of education services to students with disabilities, it focused more on educating children with disabilities. While No Child Left Behind took this act into consideration, it also considered the outcome of education received

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?

Following the passing of the No Child Left Behind Act in 2002, US students have slipped from being ranked 18th in math in 2000 to 27th in 2012, with a similar decline in science and no change in reading. Standardized tests are unfair and discriminatory against non-English speakers and students with special needs [E. (2011, January 01)]. A 2007 national study conducted by the Center for Education policy revealed that since 2001, 44% of school districts had reduced the time spent on science, social studies and the arts by an estimate of 145 minutes per week in order to focus on reading and math while neglecting the other areas of study.

There is a concern that the lack of involvement by CTE teachers in the Special Education program planning of students in their classes and the ability to adequately meet the variety of demands of these learners exists. The purpose of the study is to identify the involvement of CTE teachers in Special Education programming for SWD. This literature review focused on scholarly research and relevant documentation to frame information related to the following questions: 1) What are the perceptions of CTE teachers who teach students with disabilities? 2) How does involvement in the Individual Education Plan (IEP) by CTE teachers affect teacher perceptions of their preparedness and ability to work with students receiving special education services?

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.

The article discusses how teachers are discovering that the No Child Left Behind idea is flawed, developmentally unfitting, lacking funding, and leaving more students, educators, and schools behind before the bill was passed. Later the article presents a short history about educational testing, investigates the argument of teaching to the test, and focuses on subgroups of school populations that are negatively affected by No Child Left Behind bill, distinctively students from low socioeconomic backgrounds, minorities, second-language learners, and students with special needs.

One factor that plays a huge role in successful implementation of integrated co-teaching and has better outcomes for students is when the co-teachers are trained and work together. Magiera and Zigmond (2005) preformed a study at four middle schools in New York that focused on the instructional practices for students with and without disabilities; with teachers who were not trained in integrated co-teaching

The No Child Left Behind Act was put into place to make equilibrium of education amongst all students. When in context, its provision seems to work against the goals of students with disabilities. On January 8, 2002, the No Child Left Behind Act was signed into law by President George Bush. No Child Left Behind legislation was established to improve the educational achievement of all students, including those with disabilities (Keys & others, 2008; Turnbull, Huerta, & Stowe, 2009). President George Bush said “Some say it is unfair to hold disadvantage children to rigorous standards” (Wrightslaw, 2002). I say it is discrimination to require anything less. It is the soft “bigotry” of low expectations. I am one of some that believe

Collaboration between the two teachers begins with a mutual goal. Co-teaching is defined as a "service delivery model in which two educators . . . combine their expertise to jointly teach a heterogeneous group of students" (Friend 118). Team teaching is one way to co-teach. In teaming, the two teachers need to have built a strong collaborative relationship. In doing this they will share the instructional responsibilities of the entire class. Teaming has the potential to influence and include all the students and does not categorize the students into groups based on their ability. Teaming is a great method but generally needs to be combined with another co-teaching method. In some cases teaming could be paired with the One Teach, One Observe method. These can be paired because the teaching could go either way depending on the population of children with special needs in that specific classroom. In the one teach, one observe method of co-teaching, the general education teacher will be able to take control of the entire class, while the special education teacher takes notes and documents what is going right and what is going wrong. In doing this each teacher can hold the other accountable and work together in deciding how to better educate the class as a

There are millions of children that are passing through the United States school system every day, not all children possess the same traits, and not all children can learn at the same rate, and do not perform at the same ability. The fact that all children learn differently and some have difficulties learning in general classrooms, special education was put into place to try and take care of these issues. Special education programs were put into place to help all students with disabilities. These children range from general disabilities to more complex and severe disabilities. There has been a revolution occurring in the past several years with education systems, and special education. There have now been several laws that have been

For most of our nation's history, children with special needs or disabilities were shunted aside. In spite of mandated education laws that had been in place since 1918, many students were denied education and

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

Some people strongly recommend co-education for the many benefits it has. Women have struggled and suffered a lot and often to achieve equality and co-education reflects that equality between both sexes. The first advantage is that co-education prepares both sexes for their careers. Men and women work together, so why not learn together? A Second advantage is that co-education promotes mutual understanding and this benefits both sexes and the educational process as a whole. A third advantage is that it helps students overcome their shyness and hesitation and builds up the personality of each gender. The fourth advantage is that co-education also increases the confidence level and builds up positive attitudes for both sexes. Finally, co-education improves communication and is a good channel to exchange information and thoughts. For all these reasons a lot of people are in favor of co-education.

Ever since No Child Left Behind passed in 2001, numerous schools have felt the pressure to keep up with academic

Although there has been relatively little research on co-teaching, three topics are most commonly addressed: (a) teacher’s roles and responsibilities, (b) co-planning and scheduling, and (c) the impact on student learning (Friend et al., 2010, p. 17). I believe today’s educational system fosters innovation, inclusion, differentiation, diversity, evidence-based instruction, accountability, and assessment. I think there is value in having two teachers in the classroom to share the responsibility of instruction. However, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education (Friend et al., 2010, p. 9).