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This video explains the benefits of co-teaching.

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Co-teaching has many benefits for both the students and the teachers.

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Co-teaching has great benefits for students with special learning needs.

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The Benefits of Co-Teaching for Students with Special Needs - Friendship Circle - Special Needs Blog

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We all know that a student with special needs has the right to a free and appropriate public education. This is mandated under the Individuals with Disabilities Act (IDEA 2004)....

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Co-teaching has a number of benefits. It increases instructional opinions, degreases stigma, lowers student to teacher ratios, and promotes differentiated instruction.

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With two professionals sharing responsibility for instruction, co-teaching has many advantages.

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Elements necessary for Collaboration and Co-teaching 2

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Elements necessary for Collaboration and Co-teaching 2

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This video shows six different models of co-teaching.

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Elements necessary for Collaboration and Co-teaching 1

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Elements necessary for Collaboration and Co-teaching 1

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Marilyn Friend, a noted educator and author on inclusive practices and co-teaching, has identified five elements that she believes must be present to achieve effective collaboration in co-teaching.

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Elements necessary for Collaboration and Co-teaching 3

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Elements necessary for Collaboration and Co-teaching 3

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The elements of co-teaching include planning, instruction, and assessment.

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The benefits and challenges of co-teaching have been discussed in other sections of this site. This section focuses on the implementation of effective co-teaching practices.

Sharing a classroom with another teacher may feel strange in the beginning. But try thinking about it this way. When two teachers work together to serve the same number of students, the workload is not only lighter but shared-no more working in isolation. Transitioning to co-teaching can be challenging, but ultimately co-teaching partners give students so much more (and more directly address their individual needs) than either teacher could do on his/her own. And of course, that's what this is all about-helping students achieve!

When you're looking after children outside of school (your own kids, nieces, nephews, etc.), it almost always makes life easier to have a caretaking partner ("Thank goodness you're home! You start their baths while I make dinner...."). The transition to co-teaching can be challenging, but ultimately you're likely to find that you and your partner can give your students so much more (and more directly address their individual needs) than either of you ever could on your own.

As the co-teaching partnership progresses, the goal is for both teachers to share equally in planning, instruction and assessment. That might not be the case at first-co-teaching is definitely a process. Using the Co-Teaching Framework and always keeping communication channels open will help co-teachers-over time-develop a strong partnership that benefits all students in the classroom. Click here to download the Co-Teaching Framework PowerPoint® presentation.

The Elements of Co-Teaching include three sections:
Collaborative Planning Co-Instructing Students Co-Assessment and Reflection
Whether you're co-teaching or teaching solo, Universal Design for Learning (UDL) principles are a great tool for teaching in inclusive classrooms and meeting the needs of diverse learners. Learn more about UDL.

Maryland's Co-Teaching Framework

Maryland's Co-Teaching Framework and the Co-Teaching Reflection Tool ( Part 1, Part 2, Part 3) are both helpful resources, especially if you're just beginning to co-teach. Use these tools as roadmaps for you and your co-teaching partner.

Strategy

Use this PowerPoint slide to inform teachers about the 5 co-teaching approaches.

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The Elements of Co-Teaching - Maryland Learning Links

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Sharing a classroom with another teacher may feel strange in the beginning. But try thinking about it this way. When two teachers work together to serve the same number of students, the workload is not only lighter but shared-no more working in isolation.

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An example of co-teaching.

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Individual Involved in Collaborative Teams Providing Special Education Service

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Individual Involved in Collaborative Teams Providing Special Education Service

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In addition to the special education teacher and the general education teacher, individuals involved in collaborative teams providing special education service may also include the speech, occupational, and/or physical therapists.

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In special education, the term "collaboration" refers to a team teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists. Today, more special education students are taught in regular classrooms, and collaboration is increasing. Collaboration helps to ensure children with learning disabilities get a free appropriate public education, including specialized instruction, in a regular classroom.﻿﻿

There are several ways to ensure students get the instructional support they need. Collaboration provides options to allow students to be educated (as required by American law) in the least restrictive environment.﻿﻿

The Lead Teacher Collaboration Model

In classrooms with a lead teacher, often the regular classroom teacher delivers the instruction in the subject area. The special education teacher is an observer who works with children after instruction to provide specially designed instruction, ensure understanding, and to provide adaptations and modifications.

The Learning Centers Collaboration Model

Each teacher is responsible for instruction in a specific area of the room. Students are assembled into groups that rotate through the centers for instruction. Special education teachers may deliver instruction in areas of their certifications and may also serve as support to other teachers without a special education background.﻿﻿

The learning center collaboration approach is particularly appropriate for younger students, for whom center-based education is more typical.

Pull-Out Collaboration Model

In some settings, rather than having special education teachers or therapists "push into" general education classrooms, students are "pulled out" for services. In such situations, students might leave the classroom for therapies or particular subjects, and then return to the general education classroom.﻿﻿ When this occurs, the general education teacher collaborates with the special needs professional to be sure the student's needs are being met.

Alternative Collaborative Setting

Partially or entirely separate educational settings are relatively rare, even for students with significant learning or developmental challenges. A substantially separate setting is designed specifically for students with particular disabilities; for example, some classrooms are set up to serve students with autism while others are set up for students with speech and language disabilities, etc.

Students work one-on-one or in small groups with a special education teacher and possibly with instructional assistants for all or part of the instructional day. Even when students are placed full time in special education classrooms, teachers may communicate with each other to ensure students' programs include appropriate instruction.

Separate settings are typically used with students who have a more significant need for direct instruction.

Team Teaching

Team teaching involves general education and special needs teachers working together simultaneously to teach a classroom of students. Either teacher who has the necessary background knowledge in the subject introduces new concepts and materials to the class. Both teachers work as a team to reinforce learning and provide assistance to students as needed. Special education teachers provide specially designed instruction to students with IEPs, and regular education teachers can assist with this as well.

Consultation Models of Collaboration

A special education teacher may provide some instruction to students, but the majority of service is indirect. The special education teacher mostly provides guidance to the regular education teacher on how to modify instruction to meet the student's needs.

By Ann Logsdon
Ann Logsdon is a school psychologist specializing in helping parents and teachers support students with a range of educational and developmental disabilities.

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Models of Collaborative Teaching for Special Education Students

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In special education, the term "collaboration" refers to a team teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists. Today, more special education students are taught in regular classrooms, and collaboration is increasing.

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A video of examples of co-teaching

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Elements necessary for Collaboration and Co-teaching 4

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Elements necessary for Collaboration and Co-teaching 4