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The Co-Teaching Model - Research Paper Example

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The Co-Teaching Model

Further, instead of segregating students according to physical capacity, special education teachers are the ones being fused with a general teacher in a general education classroom. Co-teaching model keeps the implementation of these policies intact. The discussion contained in this article shall emphasize on the nature of co-teaching, the mode of instructional delivery, and its effectives in general and special education. While there had already been signs of the implementation of co-teaching models during the 1950s, it was only recently that co-teaching models are much more adopted in private and public schools. Several reasons can be counted as substantial in transpiring the employment of co-teaching models in schools: (1) The No Child Left Behind Act, which insisted that educators must guarantee that every student, "including those with disabilities and other special [Student’s Last Name] 2 needs", develops competitiveness irrespective of physical circumstances. (2) The Education for All Handicapped Children Act (1975), which required educators to employ educational inclusiveness by providing less restrictive learning environment (LRE) especially for students with serious disabilities. In fact, many strategies have been fashioned to realize these policies including, but not limited to, co-teaching. Over the last few years, co-teaching has "surfaced as a topic of discussion in schools throughout the country" (Cook, 2004). Hence, Marilyn Friend (2008) expresses that with the incrementing prevalence of co-teaching and "implied legislative stimulus for it", educators should go beyond simply knowing that such practice exists; educators must improve their understanding and competence concerning this practice. Generally, according to Cook (2004), co-teaching is an instructional approach that comprises two or more educators or other certified staff contracted to share instructional responsibility, "primarily in a single classroom or workplace and for a specific content". In contrary to the prevalent misconception regarding co-teaching, it is not necessarily collaborative, a team teaching or an inclusion (Cook, 2004). The format on which co-teaching is derived, a partnership between two or more teachers of different specialties, provides relief to the longstanding dilemma in the classroom wherein teachers need to contend with the increasing complexity of a lone professional constantly improving knowledge and skills in order to respond to the needs of an assorted student population. Co-teaching uses different types of approaches. Each of these approaches provides a distinctive method of employing inclusiveness in the classroom. Friend and Cook (2007) have developed six different types of co-teaching approaches: (1) one teach, one observe (2) One teach, one drift [Student’s Last Name] 3 (3) Parallel teaching (4) Station Teaching (5) Alternative teaching; and, (6) Team teaching. These approaches are valid responses to diversity in student population. Teachers must allocate time to properly explain these approaches to their students to find out how they can perform each other's part harmoniously. Co-teaching puts forward various objectives and an underlying principle as to why educators should implement this kind of practice. First, it eliminates the plausible differences in intellectual performance between normal students and those with disabilities. Promoting inclusiveness ...Show more

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1 Affiliation] 01 November 2012 Co-Teaching Model in General and Special Education The way education is delivered has changed dramatically over the last couple of years…
Author : hamilltod
The Co-Teaching Model essay example
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