Danielle Kahn

Return to: ETAP 623 Fall 2017 | Blended Learning


About the Course

Have you ever wondered about co-teaching? Do you wonder if this method of special education services will benefit your students? Are you interested in learning new strategies that can be implemented by a two-teacher classroom?

This course will focus on the background behind integrated co-taught (ICT) classes. During this course, you will learn about the Universal Design for Learning, how to differentiate lessons, the benefits and challenges of co-teaching, and how to create a positive co-taught learning environment.

About the Author

Hi everyone! My name is Danielle Kahn and I am pursuing a Master's degree in Curriculum Development and Instructional Technology. I expect to complete my degree this August! I completed my undergraduate degree in Childhood/Special Education at SUNY Geneseo. I am currently a second grade special education teacher in Queens, New York. I love teaching in an integrated co-taught classroom and really enjoy modifying our regular curriculum to include multi-sensory activities for my students with IEPs.

My Topic and Purpose

Integrated Co-Teaching and Models

Many of today's schools utilize the Integrated Co-Teaching (ICT) classroom as a way to support learners with mild/moderate disability classifications. By providing students with two teachers, both general education students and students with disabilities can benefit from targeted small group instruction, social-emotional supports and Universal Design for Learning (UDL). Co-teaching allows for more flexibility in instruction through differentiation, use of multiple modalities in assessment and experiential learning. However, many teachers are ill-equipped with knowledge of how to work with a co-teacher and all of the different models of co-teaching that can be utilized to maximize instruction in the classroom.

Learning Outcomes

By the end of this module, teachers will be able to reflect on the following ideas:

- What is Integrated Co-Teaching (ICT), and how does it benefit all students?

- What are the roles of the general education and special education teacher in an ICT classroom?

- What are the different models and strategies used by co-teachers?

Needs Assessment

Needs Assessment Quiz Here

In order to determine the needs of my target population, I created an online survey to assess my target audience's current levels of knowledge. 30 teachers from the New York City area responded to my poll.

About Learners

Of that population, 53% were general education teachers, 37% were special educators, and 16% were either cluster teachers or support staff. Most (80%) worked at an elementary school, and 70% reported they felt "very comfortable" with co-teaching and its models. This is not surprising, as 83% of teachers reported that there was an integrated-co taught class at their school. Many teachers reported they had high levels of support for co-teaching and were interested in becoming co-teachers themselves.

This analysis opened my eyes that many teachers had a basic understanding of co-teaching and had a great deal of support for the model. This leads me to structure the course to lessen the length of my first Module, which will focus on the research and theory behind co-teaching. It seems that my target population will need support in co-teaching models and strategies that they can use hands-on in the classroom. Additionally, the level of support and cluster staff that responded about their interest in co-teaching means I will have to diversify my strategies to apply to areas outside of the traditional ICT classroom style. I will be sure to include models that can be successful in other areas of the school, and strategies to aid support staff in working in an ICT environment.

Goals of the Course

Teachers will be able to...

- evaluate the pros and cons of the ICT model for different populations of students.

- identify the roles of the general education and special education teacher in an ICT classroom.

- role-play the different co-teaching models.

- modify instruction and assessment based off of the Universal Design for Learning.

Units of Study

Goals:

- identify 3 pros and 3 cons to the Integrated Co-Taught (ICT) model.

- using a venn diagram, accurately sort 8/10 responsibilities of the general education and special education teacher in the ICT classroom.

- create a lesson plan that explicitly state 3 modifications using the Universal Design for learning.

This course includes 4 units of study. Click on a unit to go to its reading and assignments.

Unit 1: What is Integrated Co-Teaching?

  • Participants will identify 4/5 core ideas behind ICT by completing an end-of-unit quiz.

Unit 2: Models of Co-Teaching

  • Participants will compare and contrast models of co-teaching by utilizing a Venn Diagram
  • Participants will correctly sort the roles and responsibilities of the general education and special education teachers using a T-chart with 80% accuracy.

Unit 3: Co-Teaching Strategies for Positive Relationships

  • Participants will summarize the tenants of positive co-teaching relationships with a 250-word paragraph.
  • Participants will create a list of 10 questions to ask a co-teacher at the beginning of the year to ensure effective communication and collaboration.

Unit 4: Universal Design for Learning

  • Participants will identify 3 real-world examples of modifications for people with disabilities (ex: a ramp for wheelchair access).
  • Participants will describe the difference between modifications and accommodations with 4 supporting examples.

Unit 5: Modifying Lessons for Students with Disabilities

  • Participants will create or modify an existing unit plan to include modifications and accommodations using the principles of the Universal Design for Learning.

Prerequisites

  • The participant will be able to navigate an online wiki-course.
  • The participant will have access to email to communicate with teacher about assignments.
  • The participant will have ability to utilize a word processing program such as Microsoft Word or Google Docs.
  • The participant will be a certified teacher with a Bachelor's Degree in education (at any age level).
  • The participant will be familiar with creating/have access to a unit plan in any subject area or age level.

Additional Prerequisites

  • The participant will have interest in assisting students with disabilities.
  • The participant will have desire to collaborate with another teacher.
  • The participant will have desire to implement new strategies.

Curriculum Map

Curriculum Map

References and Resources

Unit 1:

Friend, M. (2007). The Coteaching Partnership. Educational Leadership, 64(5), 48–52. Retrieved from http://search.ebscohost.com.libproxy.albany.edu/login.aspx?direct=true&db=rch&AN=23996913&site=eds-live&scope=site

Genovese, P. (2014, February 11). Retrieved April 30, 2019, from https://www.youtube.com/watch?v=qq5vMsA2_Kw

Pellegrino, A. apelleg2@gmu. ed., Weiss, M., & Regan, K. (2015). Learning to Collaborate: General and Special Educators in Teacher Education. Teacher Educator, 50(3), 187–202. https://doi.org/10.1080/08878730.2015.1038494

United Federation of Teachers. (2019). Integrated Co-Teaching (ICT). Retrieved from http://www.uft.org/teaching/integrated-co-teaching-ict

Unit 2:

Friend, M. P. (2014). Co-teach!: Building and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marily Friend.

Haller, L. S. (2016). Special Educator's Role Within the Co-Taught Classroom. Education and Human Development.

Hanover Research. (2012). The Efffectiveness of the Co-Teaching Model. Hanover Research, 6-8.

Inclusive Classrooms. (n.d.). 6 Co-Teaching Structures. Retrieved from http://inclusiveclassrooms.org/inquiries/6-co-teaching-structures

Unit 3:

Friend, M. P. (2014). Co-teach!: Building and sustaining effective classroom partnerships in inclusive schools. Greensboro, NC: Marily Friend.

Unit 4:

Ralabate, P. (2017, December 11). Universal Design for Learning: Meeting the Needs of All Students. Retrieved from http://www.readingrockets.org/article/universal-design-learning-meeting-needs-all-students

SOOC. (2015, February 02). Retrieved April 30, 2019, from https://www.youtube.com/watch?v=500dhPNZfHg

Teaching In Education. (2016, August 27). Retrieved April 30, 2019, from https://www.youtube.com/watch?v=X6rT2_fn4u0

Unit 5:

National Center on Universal Design for Learning. (2010, March 17). Retrieved April 30, 2019, from https://www.youtube.com/watch?v=KuTJJQWnMaQ&list=PLLKd3h8UX_F_f0XT9ze59-yl6gOv_obIj&index=2

National Center on Universal Design for Learning. (2010, March 17). Retrieved April 30, 2019, from https://www.youtube.com/watch?v=dTxFYf50l-4&list=PLLKd3h8UX_F_f0XT9ze59-yl6gOv_obIj