Teaching in Tandem

Effective Co-Teaching in the Inclusive Classroom

Gloria Lodato Wilson, Joan Blednick

• Publisher: ASCD
• Year: 2011
• Print ISBN: 9781416613404
• eBook ISBN: 9781416614357
• Topic: Education
• Subtopic: Education General

Co-teaching is an equal partnership between a special education teacher and a general education teacher. They share a classroom and responsibilities for teaching all students in the class. But what does co-teaching look like? How does it work? Are we doing it right? Finding the answers to these questions is critical to the effectiveness of a co-teaching program that is grounded in inclusive educational practices. In this book, you'll learn how co-teachers

* Define what effective co-teaching is and what it is not;
* Engage students in evolving groups, using multiple perspectives for meaningful learning opportunities;
* Resolve differences in teaching and assessment practices;
* Respond to parents and students about inclusion and co-teaching concerns; and
* Organize and teach an equitable, inclusive classroom.

Concise and informative answers to questions posed by real teachers, administrators, and parents help you learn about the components of co-teaching. And vignettes about issues that arise in co-teaching situations will help you start conversations and solve day-to-day challenges inherent to co-teaching.

Whether you're already involved in co-teaching programs or are soon to embark on the effort, Teaching in Tandem provides knowledge and tools that you can use to create effective partnerships and powerful learning environments for teachers and students alike. Every teacher, principal, administrator, and paraprofessional who participates in co-teaching—or who is worried about how to address inclusion—needs this book.

An additional annotated resource list is available online, along with an ASCD Study Guide.

Chapter 1

Understanding the Basics

I know my child has significant learning problems but I want her to have as typical a life as others. That means having high expectations and being in classes with the kids from the neighborhood.
—A parent of a child with learning disabilities

It's taken me a while and it's a complex program but I'm seeing the benefits to all kids in the co-teaching classes. The co-teachers are really able to differentiate instruction to everyone in the class.
—An elementary school principal

In September, it was very overwhelming but my co-teacher and I kept trying different ways of getting the students to learn and behave. By June the students with disabilities were thriving. This experience made us realize how important it is to give students with special needs a chance in a general education class.
—A general education elementary co-teacher

Sometimes I really wonder if we are doing the right thing with co-teaching. I don't feel that we really address the learning needs of the students and maybe they could learn a lot more if they were in segregated settings. On a social level, I support inclusive co-teaching classes, but on an academic level I don't think the students can keep up.
—A special education elementary co-teacher

---

Ms. Bell, the middle school special education supervisor, is talking to the parent of a student (Ramond) in the self-contained class (a substantially separate, segregated class for students with disabilities) about the benefits of learning in an inclusive, co-taught setting. Ms. Bell knows that even 5 years ago she wouldn't have been having this conversation with this particular parent. But co-teaching has been established in the middle school, and teams of teachers have become more adept at understanding the diverse needs of students, as well as their often invisible strengths. Ms. Bell believes the time is right to include students with challenging learning needs in general education classes. Ramond's mother seems a bit apprehensive but hopeful; Ms. Bell knows that it will take true collaboration among the teachers, the parent, and the administration to support this new placement. In fact, this afternoon, Ms. Bell is meeting with the 6th grade team to discuss Ramond's transition into the inclusive, co-taught classes.

* * *

The 6th grade teaching team listens as Ms. Bell details the plan for Ramond to begin attending and learning in their classes. The teaching team is Ms. Rider, special education; Ms. Simpson, social studies and language arts; Mr. Ross, science; and Ms. Levin, math. They have been working together for three years and they see how beneficial co-teaching is for all students. They listen as Ms. Bell describes Ramond. Yes, he does have difficulties with basic reading and writing skills, along with struggles in understanding and remembering content. Yet he is a hard worker, social, and eager to be part of a typical class. The teachers can see that they will really need to collaborate and plan lessons so that Ramond can learn the material. Although they are worried about the fast pace and scope of their various curriculums, they are up for the new challenges they will face while teaching Ramond. The teachers have learned through their experiences in co-teaching that together they can guide students to learn well beyond original expectations.

* * *

Co-teaching is the pairing of a special education teacher and a general education teacher in an inclusive general education classroom for the purpose of providing high-level instruction to meet the diverse needs of a wide range of students. The inclusive classroom has students with and without legally classified disabilities. For example, the short vignette portrays Ramond, a student with significant learning difficulties, who will attend co-taught classes in which co-teachers can address his learning needs.

Co-teaching is not team teaching, the practice of two general education teachers combining their classes and teaching some or many lessons. Nor should co-teaching be confused with the practice of adding a paraprofessional to a general education teacher's inclusive classroom.

What led to the co-teaching movement?

The growth in co-teaching can be traced to the changing dimensions of special education in the United States. Until 1975, there was no federal mandate regarding the education of children with disabilities and millions of children were denied an education because educators felt they couldn't meet the needs of students with disabilities. That year, landmark legislation provided the legal basis for educating children with disabilities with the passage of Public Law 94-142, the Education for All Handicapped Children Act. From that historic point on, every school district in the country was mandated to provide a free and appropriate education to all children with disabilities (U.S. Department of Education, 2007).

Under the new federal legislation, students exhibiting difficulties needed to be classified as having a disability and also deemed in need of special education services to qualify for an Individualized Educational Program (IEP) that specified placement, related services, and testing modifications, as well as goals for academic and social improvement.

Despite the good intentions of the 1975 act, many students with special needs remained forever in separate special education placements with social and educational ramifications. Although students with special needs now had access to special education services, many were taught in segregated settings that were not always in their neighborhood schools and had restricted access to typically achieving peers and learning environments. Both social and academic performance gaps (Deshler, n.d.) between students with and without disabilities became apparent, and achievement levels of both groups became increasingly disparate throughout the school years.

A call for reform ensued with the first major effort being the Regular Education Initiative proposed by Madeleine C. Will, former assistant secretary of education (Will, 1986). Will advocated for the merging of special and regular education through what is now known as the Inclusive Movement. Both the Regular Education Initiative and the Inclusive Education Movement expect that many, if not most, students with disabilities will be taught in the general education setting.

Co-teaching, the pairing of general and special educators in a general education classroom, is one of the supportive structures to ensure an appropriate education for a student with disabilities in an inclusive setting. Co-teaching is the most popular inclusive educational model to meet the educational needs of students with disabilities previously enrolled in exclusive, segregated settings (Magiera & Zigmond, 2005).

What services are available to students with special needs?

Children with special needs are taught in a wide variety of settings from the least restrictive (general education class with related services) to the most exclusive (homebound or hospital facility), with integrated co-teaching as part of the continuum. Here is a description of the continuum of services available to students with special needs:

• General education class, which includes students who receive the majority of their education program in a typical classroom and receive special education and related services in pull-out sessions.
• Consultant teacher services, which provide direct and indirect services to students with special needs who attend regular education classes, including career and technical education classes.
• Resource room provided outside the general education classroom for the purpose of providing support and remediation for students with special needs.
• Integrated co-teaching, which provides specially designed instruction and academic instruction to a group of students with and without special needs in an inclusive classroom.
• Separate class, which includes students who receive special education and related services outside the regular classroom.
• Separate school, which includes students who receive special education and related services in separate day schools.
• Residential facility, which includes students who receive education in a public or private residential facility, at public expense.
• Homebound or hospital environment, which includes students placed in and receiving special education in hospital or homebound programs.

In fall 2007, some 95 percent of 6- to 21-year-old students with special needs were served in neighborhood schools; 3 percent were served in a separate school for students with disabilities; 1 percent were placed in regular private schools by their parents; and less than 1 percent each were served in one of the following environments: in a separate residential facility, homebound or in a hospital, or in a correctional facility (National Center for Education Statistics, 2010).

Why co-teach?

The effective teaching of students with special needs is a major educational and social issue in the United States. The No Child Left Behind (NCLB) legislation clearly targets students who have difficulties learning and the educational systems responsible for growth in learning. Why is this important? As compared with typically achieving students, students with special needs are more likely to be retained for at least one year (26 percent), have a lower graduation rate (41 percent drop out), are less likely to go to college, have less earning potential, and are more likely to be involved in our penal system (Bowe, 2006). The United States classifies nearly 7 million students, from 3 years old to 21 years old, as being in need of special education services (Aud et al., 2011). The need for an effective education program for these students is clear.

To provide an intensive educational environment for students with significant learning needs, many districts are increasingly opting to institute co-teaching models. Many students who would have been in self-contained special education classes or in special settings are now part of inclusive classrooms— thus, the need for two teachers, one of whom is a special education teacher. As co-teachers, the special education teacher and the general education teacher share the responsibility of educating all students in the class. Together, they understand the needs of each student, plan effective instruction, exchange roles and responsibilities, and employ flexible teaching practices to create opportunities for student learning.

What is the difference between mainstreaming and inclusion?

There is a fundamental difference between mainstreaming and inclusion. Mainstreaming is the practice of integrating students with disabilities into a general education setting, moving them from a special education setting. Mainstreamed students "earn" their way into the general education class by demonstrating academic and behavior levels considered to be within the accepted range of the general education classroom. Mainstreaming puts the onus on the student to make the grade, so to speak, in order to be included in the general education setting. In addition to academic mainstreaming, social mainstreaming is also done in nonacademic classes so that students with special needs in segregated settings can interact with typically achieving peers. Traditionally, students from special education classes are mainstreamed for periods such as lunch, recess, and art.

Inclusion, on the other hand, assumes that the general education setting is the most appropriate setting for most, if not all, students. Students do not have to earn their way into the general education classroom, and supports are put into place to ensure their needs are met. These supports take on a variety of forms (as outlined in the IEP) and may include co-teachers, paraprofessionals, curriculum adaptations, accommodations, test modifications, specifically designed materials, and technology and supportive services from counselors, social workers, and psychologists.

While special education is considered a service and not a place, under the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), there is a presumption of inclusion in the general education setting for students with disabilities. In other words, school districts are required to ensure that students classified as having disabilities and in need of special education services are given every opportunity to be educated with their typically achieving peer group.

Understanding the differences between mainstreaming and inclusion helps to set the tone of the learning environment. The emphasis on inclusion demands that tasks and professional supports create environments that provide for optimal learning. Professionals in the inclusive co-teaching setting, understanding the diverse and sometimes extensive needs of students, orchestrate learning opportunities for all students. Although an inclusive setting might not be optimal in all circumstances, for the most part, student profiles are looked at to learn not how the student should change but how the environment can support each student's success. Admittedly, just placing students with special needs in a classroom with two teachers does not guarantee success. If students are to be successful, the co-teaching program must have many working components.

What are the goals of co-teaching?

On the most basic level, special education services (wherever they are performed) are aimed at providing a student with disabilities access to an appropriate education and ultimately a high school diploma. Therefore, the goal of co-teaching is to provide an educational environment that emphasizes effective instructional practices through which all students learn and achieve success. Of course, if students with special needs require more intensive instruction, the continuum of services (from an inclusive class to residential facility) is available.

If the inclusive setting with co-teaching is deemed appropriate, the goals for students go far beyond access to a diploma. Academic growth of students is supported as IEP goals are addressed and exposure to rigorous curriculum and higher-order thinking increases. Social growth is also supported with opportunities to interact in a more typical educational setting, thus providing increased opportunities for friendships. The students also benefit from being exposed to two caring adults who can offer assistance, support, expertise, and different points of view.

What are the benefits of co-teaching?

Co-teaching is becoming a popular educational model for addressing inclusion. Although research specifically investigating student outcomes of co-teaching is scarce and somewhat conflicting, many administrators, teachers, parents and students involved in co-teaching give anecdotal evidence of the benefits. Among the benefits described:

• Every student in the class, both typically achieving and those with disabilities, is provided different educational options—from smaller groups and more individualized attention to materials and instruction that take into consideration a wide range of interests and abilities.
• Classroom participation of students with disabilities is increased through the reduction of student-to-teacher ratios and the use of groupings. (These benefits extend to general education students in co-taught classes.)
• Intensity of instruction is achieved through an understanding of student needs, attention to curriculum challenges, use of a variety of effective teaching and learning strategies, adaptation of materials, and continual assessment.
• The stigma often attached to students attending segregated special education classes is reduced.
• Students learn tolerance and respect for diversity.
• Professionals positively support each other's efforts by jointly planning and executing lessons, solving problems, and combining strengths.
• The achievement and social gaps between typically achieving students and students with disabilities are diminished.
• Expectations for students with disabilities are increased.

What are the advantages of being a co-teacher?

Teaching can be an isolating experience, and co-teaching offers professionals the opportunity to collaborate, problem-solve, and create, all in an effort to provide supportive and effective learning for all students. Co-teaching can be fun with increased teacher interchanges providing opportunities for closer interactions with students. Co-teaching is demanding, but sharing responsibilities can create a positive teaching environment.

Administrators and supervisors who acknowledge the multitude of demands inherent in the co-teaching experience can show their support by providing planning time for teachers and relieving co-teachers of certain assignments such as hall duty or giving monetary compensation for after-school planning. Some districts provide opportunities for visiting co-taught classes and professional development workshops. The biggest perk for co-teaching is successful students.

What are some concerns regarding co-teaching?

Alongside the potential benefits of co-teaching are potential obstacles. Any new or unfamiliar practice is usually met with resistance, and co-teaching is not an exception. Researchers, administrators, and co-teachers are sometimes reluctant to endorse or start co-teaching programs because they rely heavily on a positive working relationship between two teachers, require high levels of teaching expertise, demand knowledge of both curriculum and remediation, and require time and effort for adequate planning. Concerns about co-teaching include the following:

• The needs of students with special needs may be put ahead of the needs of typically achieving students.
• Lack of hard data that explores educational outcomes of the students with and without disabilities in co-taught settings.
• Inadequate professional development on information and details unique to co-teaching.
• Slow adoption of new routines that include another equal professional in the classroom, particularly by teachers accustomed to working independently.
• Insufficient time to plan units and lessons.
• Failure of administrators to acknowledge co-teacher preferences to stay together or to separate.
• An inappropr...

Table of contents

• Cover
• Table of Contents
• Introduction
• Chapter 1. Understanding the Basics
• Chapter 2. Delving into the Details
• Chapter 3. Establishing and Maintaining Effective Co-Teaching Relationships
• Chapter 4. Planning Lessons
• Chapter 5. Developing Curriculum and Assessment
• Chapter 6. Combining Instructional Elements, Materials, and Environment
• Chapter 7. Incorporating Teaching Strategies
• Chapter 8. Defining and Assessing the Administrator's Role
• Chapter 9. Clarifying the Paraprofessional's Role
• Chapter 10. Addressing Parent and Student Issues
• References
• Selected Resources Related to Co-Teaching
• About the Authors
• Study Guide
• Copyright