Compare And Contrast Co-Teaching Collaboration And Teachers Role With Families

Co-Teaching, Collaboration and Teacher’s Role with Families In inclusive classrooms, students with and without disabilities are taught together. As inclusion has become more common, teachers have sought ways to meet the diversity of their students’ needs. The term collaboration comes from “co-labor” meaning to work together. Collaboration is a style of interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal. The most common goal for teachers is to boost student achievement. One model for collaboration is co-teaching. Co-teaching is a model that emphasizes collaboration and communication among all members of a team to meet the needs of all students. However, what constitutes
The rationale often is that the students with disabilities have the added support of their Special Education teacher in the classroom, and that their non-disabled peers also benefit from the additional teacher support as well. Previous reviews of co-teaching have found that teachers generally view co-teaching favorably, but that research into the efficacy of co-teaching is limited. Several reviews have suggested that the success of co-teaching is contingent on a number of factors, including: the voluntary participation of teachers, the co-teachers being given adequate training, especially in the area of the Special Education content, the teachers being given adequate planning time, as well as having planning periods in common, and finally, that the co-teachers have administrative
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Glaeser, B. (2013). Co-Teaching and Collaboration: Effective Strategies for Reaching Students with Disabilities in General Education Classrooms. U.S. Department of Education. Retrievedon 11/8/14 from: http://specialedlaw.blogs.com/home/files/Co-teaching_presentation.pdf
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