Co-teaching: Technique or Strategy for Special Education Students - Research Paper Example

 Co-teaching is a popular teaching technique or strategy made especially for special education students. Normally, this form of classroom instruction consists of having a general education teacher and a special education teacher in one classroom setting (Forsyth 2009). Moreover, co-teaching is a process which entails shared responsibility between the two teachers where the special education teacher provides lessons of specialized nature for students with special requirements or needs; so they can learn competently along with the other students in the shared classroom (Forsyth 2009). In relation to the foregoing, co-planning is an important part of co-teaching inside the classroom. However, this necessitates the general education teacher and the special education teacher to come into an agreement by discussing classroom rules, class format, class structure and the consequences for students who break the rules. Additionally, both teachers should also be of the same mind as to what co-teaching style they will utilize and employ. By taking the time out to do the standard processes, both teachers will be able to curtail any unforeseen negative circumstances within the classroom as they go through the customary practice of imparting and instilling necessary education to their students. In order to impart lessons effectively, both highly trained and skillful teachers must learn how to synchronize their respective work or duties inside the classroom as they convey educational contents, so they would be able to achieve a common ultimate goal. Such process will initially require the elements of unbiased cooperation, positive interdependence, individual accountability, meting out of interpersonal skills and appraisal of performance. Having unbiased cooperation in co-teaching means no hidden agenda in making various vital decisions with regards to different factors of co-teaching and co-planning, which generally demand personal meetings to thresh out vital details. Positive interdependence is a realization that both teachers are quite diverse in skill, knowledge and resources but must cooperate and work hand-in-hand to attain a common objective. On the other hand, individual accountability involves doing the necessary assessment with regards the achievements and contributions of both teachers in co-teaching making them aware of their progress. Finally, meting out of interpersonal skills leads to appraisal of performance because the former calls for feedback on each teacher’s work output, which must ultimately be followed by encouragement to improve current skills. When all the preceding five elements are done correctly, each or both members of the co-teaching force will be able to develop a shared belief system that does not only mean teaching efficiently, but also having the students learn effectively – which is a more crucial goal for both teachers (Cushman 2004). Primarily, co-teaching calls for adequate time to plan together, as this cannot be accomplished overnight. Hence both teachers must go out of their way to meet and prepare. Aspects like content knowledge along with trust and respect are naturally built overtime and are vital to the successful outcome of the co-teaching system. Both the general education teacher and the special education teacher must be familiar with the various co teaching models aside from the elements of co-teaching that was previously mentioned. The five co-teachings models are: 1) lead and support; 2) station teaching; 3) parallel teaching; 4) alternative teaching; and 5) team teaching (Special Connections 2005). The lead and support model is a co-teaching technique where one teacher leads and the other teacher provides assistance. While planning is normally done by both teachers, the other teacher usually makes the plans for lesson content; and the other teacher works on detailed planning for behavioral needs and individual learning of the students. The next co-teaching model is the station teaching where the students are segregated into heterogeneous or mixed groups. These groups of students are then required to work at classroom stations with each teacher. The next day students will switch or transfer to the other station previously occupied by the other group, and so both teachers are able to build up their respective stations’ educational content individually. The third type of co-teaching model is the parallel teaching method. This particular kind of co-teaching technique requires shared planning time from both teachers to make sure that content delivery is done in the same way to each separate group in the classroom. Alternative teaching on the other hand is done by both teachers who must alternately pre-teach and re-teach; and supplements a small group of students. This type of co-teaching model require more planning time to make certain that the handling of the practical details of instruction undertaking can actually be accomplished. Both teachers are required to have similar content knowledge of the lessons to be conveyed, so either can do the work of pre-teaching and reteaching a group of students. Last but not the least is team teaching. This type of co-teaching model requires sharing in the planning and instruction of all educational contents for good coordination. Both the special education teacher and the general education teacher must actively participate if they wish to implement this system, in order to have equal knowledge of the content to be taught. With this knowledge, they must likewise have a shared commitment and viewpoint relative to the handling of the students in the class. This co-teaching model is regarded as quite different from the rest of the other co-teaching models because it requires a longer time for both teachers to make it work efficiently in their favor. Most co-teaching teams usually are able to team teach harmoniously after they have worked for a couple of years together because they are able to complement each other’s work. And while most co-teaching teams do not start out with this type of co-teaching model initially, they normally shift to this one after some time (Special Connections 2005). Contemplatively, co-teaching allows special students to gain maximum benefit in their education. This does not however mean that the regular students in class are benefited less since they are likewise included in the detailed planning of the lessons. Co-teaching is a special scheme of learning instruction which gives every student in the class a chance to learn more with the help of both teachers. Teaching special students with special needs is not entirely different from giving out educational instructions to regular students. The main difference on the whole lies in the details on how those students with special needs are precisely approached – meaning taking into consideration the special student’s ability to receive instruction and bring forth an expected outcome. While said students are not expected to outperform their regular counterparts, most of the activities done in class are in mixed groups; and this gives every student in the classroom an opportunity to work and bring out the best in each other. For the benefit of all the students, both the general education teacher and the special education teacher must always have an open communication with each other. They should not see each other as individual teachers with self-made interest inside the classroom but must see themselves as a pair who must function as one. In this regard both teachers must be open and should learn to accept constructive criticisms, which must be perceived as a want or need for further improvement in their craft. By constantly evaluating weaknesses and strengths, and accepting criticisms for improvement, co-teaching is considered to be a very effective tool in dispensing classroom education (Wagaman 2008). Reference Page Cushman, Susan. (2004). What is Co-Teaching? A Guide to Co-Teaching. Retrieved from http://www.sagepub.com/upm-data/6847_villa_ch_1.pdf Forsyth, S. (2009). Co-Teaching and Different Styles of Co-Teaching. Retrieved from http://www.brighthub.com/education/special/articles/4096.aspx Special Connections. (2005). What are the five types of co-teaching? Retrieved from http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=collaboration§ion=main&subsection=coteachin g/types Wagaman, Jennifer. (2008). Co-Teaching Strategies for Special Needs Student, Teachers Working Together for Student Achievement. Retrieved from http://www.suite101.com/content/coteaching-for-success-a73195 McDonald, C., & Chenoweth, L. (2009). Leadership: A crucial ingredient in unstable times. Social Work & Society, 7. Retrieved from http://www.socwork.net/2009/1/articles/mcdonaldchenoweth Read More