Teaching Students With Disabilities Through Differentiation Using A Co Teaching Model

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?

In one study, Carter et al. (2009) noted that the teachers they interviewed and observed were trained to use a specific model for collaborative teaching. Since all teachers were trained in this model, and required to implement it in their classrooms, teachers showed a bias toward the model in place. This skewed information towards the use of one particular method of teaching special education students.

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.

I approach collaboration as a team player, and I believe students need more than one person to guide them to their full educational potential. Also, active and prepared participation of weekly PLC meetings with the teachers of my special education students to plan collaborative curriculum have increased results in math and reading substantially. Participating in co-teaching furthers my repertoire of knowledge to assist my students. I have learned a vast amount from sharing and consulting with colleagues regarding students, observing mentoring teachers, and planning activities to ensure growth in students.

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

She mentioned to me that the special education teachers work with small groups of children that are ELL, IEP, and 504 students. She mentioned to me that the classrooms have about 20- 25 students and that those students need ones on ones and special attention from teachers and sometimes it is better for them to work in smaller groups. She informed me that these students are taken out the class about 3 times a week to work in small groups with the special education teacher. Once this is done the special education teacher shares the result with the head teacher. Then the two teachers work on possible strategies to help that

IPTS 8G: understands the various models of co-teaching and the procedures for implementing them across the curriculum

Co teaching and collaboration support inquiry based learning by providing an opportunity for LIMS and teachers to work as partners. The partnership provides learning opportunities for students to become engaged, and immersed in what they are learning. By each person assisting one another they are able to offset one another's weaknesses and strengths while instructing lessons together. This helps everyone involved to be successful. According to Harada and Coatney (2014) "When we make connections beyond the walls of the library to connect our work with classroom teachers and specialist and content'area standards we have the opportunity to become full members of our schools literacy teams. " (p.64)

Sheena Washington has a very interesting perspective. Her opportunity to work as a co-teacher distinctively points out how important is to work as a team and keep and open communication with teachers, school psychologists, and social workers. Firstly, an important lesson that will reflect in my work is to build strong relationships with teachers and other professionals. I will keep in mind that building these connections is an ongoing process, and that is important to be open minded to other teaching styles, personalities, and expectations for classroom norms. Secondly, I will certainly implement different

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.

Co-teaching is exactly what it sounds like, it is a team of two teachers who use their combined efforts to better the education of their students. We are a team, and as such we will share the

The basic idea of co-teaching first came into the education field starting in the 1960s, so this is not a new support. At this time though the approach was called team teaching. It took another forty years for co-teaching itself to actually emerge. During this time laws were passed to protect students with exceptionalities. The legislations requiring a least restrictive environment, access to general curriculum, and a highly qualified teacher opened a door for collaboration between general education and special education teachers.

A study performed over Co-teaching professional development, or CoPD shows that co-teaching can have great benefits to both the students and the teacher. The co-teaching model allows for more inclusion of special education recipients into the general education classroom. While the CoPD framework is not always met with open arms, it has been examined and shown to be useful and productive. Two teams of teachers, one including a veteran and the other involving a novice teacher, were selected to participate.

The meaning of this experience has led us to want to improve our current co-teaching practices and not just settle in a rut with the same Lead and Support structure day after day. With the goal setting activity, we decided what we want to change about our current co-teaching situation, and then we made a plan for how we would achieve our goals.

Johnson and Brumback start by giving the definition of what co-teaching really is and then proceed with the goal of co-teaching. The use of co-teaching in the classroom is becoming popular and if used correctly, can be a very successful way to meet the needs of all the students. Johnson tells us that she has had some co-teaching experiences that were successful and others a complete fail. She then tells us about one of her successful and her least successful experiences. Johnson goes on to tell us about when she found that she was going to be working with her colleague and their first day with the students. She then list the challenges and benefits of the beginning of their co-teaching journey. She then goes on to tell us how their co-teaching