Research Paper On Co-Teaching

Research Paper On Co-Teaching-71
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 implemented to meet those needs. Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program. However, collaborating individuals need to know their own strengths, weaknesses and predilections. Most definitions stress collaborate teaching as a collaboration between special and general education teachers for all teaching responsibilities for all students.

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 implemented to meet those needs. Most research has shown co-teaching to be effective in the inclusion classroom, though there are a few studies which have refuted its significance and identified reasons for problems in implementing a successful co-teaching program. However, collaborating individuals need to know their own strengths, weaknesses and predilections. Most definitions stress collaborate teaching as a collaboration between special and general education teachers for all teaching responsibilities for all students.

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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).

Each teacher contributes their own unique expertise to the planning, instruction, and managing of all students in the classroom.

If executed in this way, co-teaching can enhance the learning environment and involve and engage all students in the classroom.

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). In parallel teaching, students are divided into two equal groups and each partner teaches the same material; this method ensures diversity and lowers teacher-student ratio, but requires that both teachers have similar content knowledge and teach at a similar pace.In alternative teaching, one teacher works with a small group of students who need additional instruction, while the other teacher works with the remaining students; this benefits those students who need more intensive instruction, but it can stigmatize them if they are always placed in this small group instruction.All students, from the academically gifted to the academically challenged, can benefit from the increased engaged time and more diverse instruction which the co-teaching model offers. Retrieved from Professional Development Collection database. One teach while one assists is a method that allows for students to be supported during a lesson, but it can be over-used with the eventual result of having little benefit over a one-teacher classroom.The final and possibly the most effective method is team teaching, where both teachers equally share planning and instruction.It is both the underlying philosophies and seemingly little things which can break a marriage, or collaborative teaching relationship.Possible sources of conflict include positions on instructional beliefs, use of time, classroom routines and rules of discipline and confidentiality, defining roles and providing feedback. worksheet which allow new co-teachers to pro actively explore their perspectives and expectations and reach needed compromise in the planning stages rather than letting power struggles or harsh feelings fester in the classroom.Most are compatible, describing a consistent theme.Collaborative teaching is typically described as a system of delivering special education services to students in the regular education environment, providing support through the employment of two teachers in the same classroom, one special and one general education certified.

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    Nonetheless, recent research suggests that co-teaching—while not the most prevalent form of support for disabled students—has become increasingly popular at various grade levels. 12 Due in part to its relatively recent emergence, empirical research on the effectiveness of co-teaching—in terms of quantitatively-measured student is limited.…

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    Co-teaching has great potential for promoting the effective inclusion of students with disabilities. • Many teachers, students, and administrators report satisfaction with the efficacy of co-teaching. • In many or most cases, special education teachers do not participate as full partners in…

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