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