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Co-Teaching
"What are some ways
general education teachers and special education teachers can work together
effectively?"
There are many ways in which general education and special education teachers
can work together effectively. One such way is co-teaching. Co-teaching
is defined as two or more professionals delivering substantive instruction
to a group of students with diverse learning needs. This approach can
increase instructional options, improve educational programs, reduce stigmatization
for students, and provide support to the professionals involved. Co-teaching
is an appropriate service delivery model for students with disabilities
who can benefit from general education curriculum if given appropriate
supports. Teachers and related service professionals who are flexible
and have good judgment are likely to be successful in this role. Co-teachers
need preparation, administrative support, and opportunities to nurture
their collaborative relationships. Co-teaching programs should be planned
and implemented systematically. Deliberate and ongoing communication among
everyone involved is essential.
There are five models of co-teaching that were observed to exist in practice
(Cook & Friend, 2000). They are:
(1) One teacher and one assistant (or one drifting) – one teacher
primarily delivers instruction
(2) Station teaching – both teachers deliver content to “stations”
of children
(3) Parallel teaching – teachers plan together but split the class
and deliver content to groups
(4) Alternative teaching – one teacher works with smaller groups
to pre-teach, re-teach, or supplement regular instruction
(5) Team teaching – teachers share instruction for the entire class.
Cook, L. & Friend, M. (2000). Interactions: Collaboration Skills
for School Professionals (3rd ed.). New York: Addison Wesley Longman.
Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating
effective practices. Focus on Exceptional Children, 28(3), p.
1-16