Co-teaching
The teaching instruction that is considered best in inclusion practices is co-teaching. “Co-teaching is defined as the cooperation of general and special education teachers in the same classroom environment through sharing of planning, application, and evaluation responsibilities” (Gurgur & Uzuner, 2010, p. 312). These professionals are giving instruction to a diverse group in one space, which makes the class sizes manageable and the students with disabilities can get more individualized attention (Kilanowski-Press, Foote, & Rinaldo, 2010). The educators are sharing the load to enhance learning for all pupils. In co-teaching, instruction should give extra consideration to struggling learners while making minimal changes to the curriculum. Differentiated instruction techniques are also present in the inclusive class, as this type of instruction appeals to a variety of learners (Doktor, 2010). “Placement in a general education classroom with a working partnership between special education teachers and general educators would result in a better education for all pupils, not just those with special needs…” (Gargiulo, 2010, p. 79). Inclusion will help all students in their learning when educators are planning and instructing the curriculum to meet the needs of all learners.
There are different defined approaches in co-teaching. The first is one-on-one, where one teacher is responsible for teaching while the other circulates around the classroom giving additional support to all students. The second is stations where the teachers divide the content and students into groups. Each teacher then goes around helping the students at the stations. In parallel teaching, the class is divided into two groups where each teacher teaches his own group the same content. The students are organized into one large group and one small group with the smaller group needing more attention. In this alternative teaching approach, each teacher instructs one of the groups in this model (Nichols, J., Dowdy, & Nichols, C., 2010).
Co-teaching allows both the special education and general education teacher to be present in the classroom. The teachers show the students how to participate and interact with one another to improve their learning. "The goals of co-teaching should be to increase instructional options for students, enhance participation of disabled students within the classroom, and to enhance the performance of students with disabilities" (Nichols, J., Dowdy, & Nichols, C., 2010, p. 648). The potential is great for a beginning teacher who is an inclusive setting working with a more experienced teacher, as they are gaining valuable experience from the start (Nichols, J., Dowdy, & Nichols, C., 2010). They are modeling collaboration and learning with colleagues and students.
Inclusive Environment
There are different defined approaches in co-teaching. The first is one-on-one, where one teacher is responsible for teaching while the other circulates around the classroom giving additional support to all students. The second is stations where the teachers divide the content and students into groups. Each teacher then goes around helping the students at the stations. In parallel teaching, the class is divided into two groups where each teacher teaches his own group the same content. The students are organized into one large group and one small group with the smaller group needing more attention. In this alternative teaching approach, each teacher instructs one of the groups in this model (Nichols, J., Dowdy, & Nichols, C., 2010).
Co-teaching allows both the special education and general education teacher to be present in the classroom. The teachers show the students how to participate and interact with one another to improve their learning. "The goals of co-teaching should be to increase instructional options for students, enhance participation of disabled students within the classroom, and to enhance the performance of students with disabilities" (Nichols, J., Dowdy, & Nichols, C., 2010, p. 648). The potential is great for a beginning teacher who is an inclusive setting working with a more experienced teacher, as they are gaining valuable experience from the start (Nichols, J., Dowdy, & Nichols, C., 2010). They are modeling collaboration and learning with colleagues and students.
Inclusive Environment