I was having a lot of trouble writing the intro, so I started to write a bit of the body first and then go back to it later.  I need to add A LOT more and actually put in my thesis, but I’m open to any general suggestions.

 

Intro

In the 2015-2016 school year, over 6.7 million students from ages 3-21 required special education services ranging from specific learning disabilities and speech or language impairments. (ADD MORE TO TRANSITION)  The term “Least Restrictive Environment” comes from the Individuals with Disabilities Education Act. The law states any student with a disability must be taught in their Least Restrictive Environment.  Depending on the student’s disability, the student may have to spend time in a special education classroom instead of a general education classroom.

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).

Methods

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

 

• One Teacher Teaches and the Other Observes- In this strategy, one teacher teaches the lesson from the general curriculum, while the other teacher observes the behaviors of the students and the instructing teacher.  This makes it easier to see which students are struggling and how the instructing teacher can improve. (cite)

• One Teacher Teaches and the Other Drifts- This method builds of of the One Teach and the Other Observes approach.  One teacher will give instruction, while the other teacher goes around the room to help students with their work and correct students’ assignments in addition to observing student behavior. (cite)

• Station Teaching- This strategy requires both teachers to divide the lesson into two parts.  Each part will be taught by one teacher at different stations set up in the classroom.  Then the students are broken into two groups and instructed to go to their respective stations.  Once each teacher is done with their lesson, the groups will rotate to the other station. This is done to reduce the number of students each teacher needs to instruct, which will allow them to focus on students who are having trouble. (cite)

• Parallel Teaching- This strategy is similar to station teaching.  However, both teachers are teaching the same material and the classroom is split in half.  This method is highly beneficial because the student-to-teacher ratio is reduced. (cite)

• Supplemental Teaching- For this approach, one teacher instructs a group of students at their current grade level, while the other teacher extends or adjusts the material for those who need additional help in certain subject areas. (cite)

• Alternative Teaching- This method focuses on teaching the same subject material, but the strategies for learning the content are different. (cite)

• Team Teaching- In this last strategy, both teachers plan the lesson and teach it together.  Both teachers share classroom authority equally, which allows students to interject and ask questions. This also allows one teacher to assist students in the middle of the lesson, while other teacher is able to continue instructing. (cite).

 

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.

Effects on policy

Conclusion