Co-teaching is an inclusive education model in which students with special education needs are provided the opportunity to learn in a mainstream classroom with the additional support of a special education teacher who co-teaches with the general education teacher. This model has proven successful in many school districts for several reasons. Benefits for students with special education requirements First of all, the co-teaching model ensures that students with special needs have access to the general education curriculum. By law students with disabilities must be provided access to learning opportunities that do not restrict their ability to progress in a subject or grade level. In a co-taught class, special education students have the opportunity to move from modified assignments to typical assignments as they develop skills and confidence. As a result, co-taught special education students are generally more likely to meet grade-level standards. While they have access to the mainstream curriculum, co-taught students also continue to receive specialized instruction. Special education teachers within the mainstream classroom can coach students individually, or in small groups, providing them the additional coaching and guidance necessary for them to complete activities and assignments. Differentiated instruction In addition to in-class support for mainstream assignments, co-taught students also have the opportunity to grow within the curriculum through differentiated instruction. Since there are two teachers in the class, the same material can be taught in two or more different ways. The special education teacher can anticipate student needs and, in planning lessons with the mainstream teacher, prepare alternative lesson materials and assessments to help special education students reach the grade-level learning goals. Although the special education teacher in a co-taught class often delivers content, he or she sometimes spends class time observing students with special needs. In observing how the student responds to class assignments the special education teacher can develop new ways to revise materials or reteach concepts to ensure every student remains on-task and on-topic. In addition, in large or difficult to manage classes, either of the co-teachers can circulate during a lesson to ensure every student is on-task and attentive, and answer questions or redirection where necessary. Co-teaching models
Disadvantages of co-teaching Obviously, there are many advantages to co-teaching. Students have more opportunities to learn, seek clarification, and receive remediation when there are two qualified educators present during class time. There are, however, some disadvantages to co-teaching environments.
This video explains the co-teaching model for special education. Despite these manageable drawbacks, co-teaching has proven an effective strategy for integrating students with special needs into mainstream classrooms, and for providing typical students with additional support and enrichment activities. Since co-teaching is a relatively new approach to meeting the needs of special education students, no broad studies have been completed on the effectiveness of this method. However, limited studies show that teachers and students report that co-teaching is effective. Students report that they are able to garner and retain more content in a co-taught course than in a typical mainstream course or in a modified curriculum course. Teachers report that they are better able to assess and meet the needs of all students in a co-taught class and that working with a co-teacher enhances the creativity of lessons. As schools continue to develop new and more effective ways to meet the learning requirements of students with special needs it is likely that co-teaching will remain one approach. Collegial teaching that takes advantage of the skills and strengths of two teachers is well suited to mixed-ability classrooms and to helping all students reach grade-level proficiency. Questions? Contact us on Facebook. @publicschoolreview In which coIn parallel teaching, the team splits the class into two groups and each teacher teaches the same information at the same time. Parallel teaching works well to differentiate instruction when the content being taught is particularly challenging. Students can benefit from learning difficult material in a smaller group.
What are the two coSix Approaches to Co-Teaching. One Teach, One Observe. ... . One Teach, One Assist. ... . Parallel Teaching. ... . Station Teaching. ... . Alternative Teaching: In most class groups, occasions arise in which several students need specialized attention.. What are some coSix Co-Teaching Strategies. One Teach, One Assist. One teacher acts as the primary teacher while the other assists and supports. the learners. ... . One Teach, One Observe. • ... . Station Teaching. • ... . Parallel Teaching. • ... . Alternative (Differentiated) Teaching. • ... . Team Teaching. •. What is a coIn the co-teaching model of student teaching, cooperating teachers and teacher candidates attend a workshop together in the first week of their shared experience, to learn specific collaboration, communication and co-planning strategies that will enhance the success of the student teaching experience for all involved.
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