Unit 2: Models of Co-Teaching
In this Unit
Now that we have learned about the background of Integrated Co-Teaching and its benefits for students and staff, we will work on understanding the different models of co-teaching and how they are used in the classroom. This will help clarify the roles of the general education and special education teacher.
This is a unit overview. Please read this overview by July 12th, 2019 There are 6 different models of co-teaching. These models are One teach/one observe, station teaching, parallel teaching, alternative teaching, teaming, one teach/one assist (Friend, 2008). Use the image below to help you understand how these models may look in the classroom.
Additionally, special education teachers have different responsibilities than general education teachers. First of all, they are responsible for the progress monitoring of students with IEPs. Additionally, they are often required to write IEPs, create annual goals for students, and report these progressions to parents (Truity, 2018). On the contrary, general education teachers manage the pacing of units and lessons. It is up to the special educator to work with the general education teacher to modify and accommodate the special learning needs of the students in the class (Truity, 2018). You will find that some of the best co-teaching partnerships take over these roles and responsibilities at different times.
These are the required readings for this unit. Please complete these readings by July 18th, 2019
These are the required assessments for this unit. Please complete these assessments by July 22nd, 2019
1. Create a Venn Diagram where you compare/contrast two models of co-teaching and their characteristics.
2. Sort the following roles and responsibilities of the general education and special education co-teachers into a T-Chart:
- Review and manage student IEPs
- Modify and accommodate instruction for students with IEPs
- Plan units and pacing of instruction
- Implement classroom management plan to support both teachers