Intro

-outline overall statistics of children with special education needs nationwide

-introduce the problem of “Least Restrictive Environment” and how it relates to taking special needs children out of the general education classroom

-possibly explain the danger of mainstreaming by keeping special ed children in general education classroom without provision for their needs

Overview

“Co-teaching is defined as two teachers (teacher candidate and cooperating teacher) working together with groups of students; sharing the planning, organization, delivery, and assessment of instruction, as well as the physical space,” (Bacharach and Washut Heck).

-explain how co-teaching works

-explain current implementation in the public school systems

-explore negative affects of taking special needs children outside of the classroom

Methods

Currently, there are seven co-teaching methods in practice.  These include:

(explain each method and their benefits and drawbacks)

 

• One Teacher Teaches and the Other Observes

• One Teacher Teaches and the Other Drifts

• Station Teaching

• Parallel Teaching

• Supplemental Teaching

• Alternative Teaching

• Team Teaching

 

Benefits in the Classroom

If the co-teaching plan is implemented correctly, students who require special education have the benefit of staying in the general education classroom for an extended period of time.

-other benefits towards teacher-student relationships and peer-to-peer relationships

-statistics of successful implementation of co-teaching

-improved engagement in classroom learning (for children with special needs)

-explain how co-teaching does not negatively impact the general education students in the classroom

Effects on policy

Conclusion