Co-teaching is an increasingly popular special
education service delivery model. It provides ALL
students with access to the general education
curriculum and high quality content instruction in
addition to the supports and adjustments they need to
succeed.
Co-teaching consists of a general educator and
special educator who work as a team to plan and
implement instruction. At its best, co-teaching
improves student performance and is mutually
beneficial for the teachers involved. Co-teaching
models include:
Team Teaching
One Teach-One Support
Parallel Teaching
Alternative Teaching
Station Teaching
How can you make your co-taught classroom a great
place for teaching and learning? Check out this
ever-growing section.
education service delivery model. It provides ALL
students with access to the general education
curriculum and high quality content instruction in
addition to the supports and adjustments they need to
succeed.
Co-teaching consists of a general educator and
special educator who work as a team to plan and
implement instruction. At its best, co-teaching
improves student performance and is mutually
beneficial for the teachers involved. Co-teaching
models include:
Team Teaching
One Teach-One Support
Parallel Teaching
Alternative Teaching
Station Teaching
How can you make your co-taught classroom a great
place for teaching and learning? Check out this
ever-growing section.
| The Hammond Inclusive Teaching Project |
| SCHOOL OF EDUCATION |
| School City of Hammond Special Education Department and Purdue University Calumet School of Education |
| DIFFERENTIATED INSTRUCTION |
| CO-TEACHING |
| IEP DEVELOPMENT |
| Myths exist because they sound intuitively correct and support stereotypical thinking. The facts are clearly supported by educational research evidence. |
| INFORMATION, RESOURCES, AND SUPPORT |
| INFORMATION, RESOURCES, AND SUPPORT |
| INFORMATION, RESOURCES, AND SUPPORT |
The individualized education program (IEP) serves as
a special education student’s road map to success.
Just as drivers must carefully navigate through
traffic in order to get to their destination safely, the
IEP team must hold the creation of students' goals in
high regard.
Goals should reflect the unique learning style and
ability of the student and portray a high level of
expectation for student growth. This section will
provide information on the philosophy and value of
writing purposeful goals, along with hints on
constructing goals which are truly meaningful for
students.
Through collaborative, purposeful goal writing and
solid instructional practices, students will be able to
utilize the “map” to successfully engage and
progress in school, ultimately reaching THEIR
destination.
Effective IEP development is a way to examine what
we are teaching and why we are teaching it.
a special education student’s road map to success.
Just as drivers must carefully navigate through
traffic in order to get to their destination safely, the
IEP team must hold the creation of students' goals in
high regard.
Goals should reflect the unique learning style and
ability of the student and portray a high level of
expectation for student growth. This section will
provide information on the philosophy and value of
writing purposeful goals, along with hints on
constructing goals which are truly meaningful for
students.
Through collaborative, purposeful goal writing and
solid instructional practices, students will be able to
utilize the “map” to successfully engage and
progress in school, ultimately reaching THEIR
destination.
Effective IEP development is a way to examine what
we are teaching and why we are teaching it.
What do practitioners of co-teaching have to say? This
brief article from the Council for Exceptional Children
provides a practical perspective on co-teaching issues
with comments from general and special educators.
brief article from the Council for Exceptional Children
provides a practical perspective on co-teaching issues
with comments from general and special educators.
Read what Dr. Marilyn Friend, the guru of co-teaching,
has to say about assessing the effectiveness of
co-teaching.
has to say about assessing the effectiveness of
co-teaching.
Mix it up with your co-teacher! There are at least FIVE
different ways for co-teachers to instruct:
- Lead & Support
- Station Teaching
- Parallel Teaching
- Alternative Teaching
- Team Teaching
See this link for explanations and video clips.
different ways for co-teachers to instruct:
- Lead & Support
- Station Teaching
- Parallel Teaching
- Alternative Teaching
- Team Teaching
See this link for explanations and video clips.
Insight from Richard C. Overbaugh and Lynn Schultz of
Old Dominion University on levels of intellectual
behavior essential to learning.
Old Dominion University on levels of intellectual
behavior essential to learning.
One of the remarkable benefits of differentiating
instruction for students with disabilities is that it
significantly improves the way that teachers
individualize learning for ALL of their students. Like
students with special needs, no two students
without disabilities learn in exactly the same way.
An outcome of supported inclusive education has
been improved teaching and learning that benefits
all students.
"Differentiated instruction is a logical companion to
universal design for learning. Both attempt to
ensure that content or instruction reaches all
students, independent of student abilities,
disabilities, language, or preparation for school"
(Ann Turnbull, Rud Turnbull, & Michael Wehmeyer, in
Exceptional Lives: Special Education in Today's
Schools [2010]).
There is support for all learning styles, students are
actively engaged, and teachers display effective
positive classroom management skills.
instruction for students with disabilities is that it
significantly improves the way that teachers
individualize learning for ALL of their students. Like
students with special needs, no two students
without disabilities learn in exactly the same way.
An outcome of supported inclusive education has
been improved teaching and learning that benefits
all students.
"Differentiated instruction is a logical companion to
universal design for learning. Both attempt to
ensure that content or instruction reaches all
students, independent of student abilities,
disabilities, language, or preparation for school"
(Ann Turnbull, Rud Turnbull, & Michael Wehmeyer, in
Exceptional Lives: Special Education in Today's
Schools [2010]).
There is support for all learning styles, students are
actively engaged, and teachers display effective
positive classroom management skills.
This website, developed by Concord (Massachusetts)
Public Schools, emphasizes the need for IEP goals
that are observable and measurable in order to
achieve instructional accountability.
Public Schools, emphasizes the need for IEP goals
that are observable and measurable in order to
achieve instructional accountability.
From the National Center on Secondary Education and
Transition, this website describes universal design as
"a strategy to support students' access to the general
education curriculum." It focuses on principles of
universal design and ways to apply them to learning
environments. including curricula and text materials.
Transition, this website describes universal design as
"a strategy to support students' access to the general
education curriculum." It focuses on principles of
universal design and ways to apply them to learning
environments. including curricula and text materials.
Dr. Mark Minott explores effective differentiated
lessons and the value of "reflective journaling."
lessons and the value of "reflective journaling."
Dorraine Fenner, Sueha Kayyal Mansour, and Natalie
Sydor provide evidence that differentiated instruction
improves student performance.
Sydor provide evidence that differentiated instruction
improves student performance.
Thank you. You are visitor .
| Tom discusses myths and facts about supported inclusive education on |
| September 30, 2011 |
The Center for Applied Special Technology (CAST)
"works to expand learning opportunities for all
individuals through universal design for learning."
"works to expand learning opportunities for all
individuals through universal design for learning."
| Writing Goals to Ensure Student Progress |
| This PowerPoint focuses on student-centered goals that are aligned to the general curriculum. |
Cossondra George offers "things you can do to create a
true partnership with your co-teacher." 10 tips that make
collaboration a success.
true partnership with your co-teacher." 10 tips that make
collaboration a success.
Co-teaching "plays in Peoria," according to this article
from the Journal Star by Dave Haney.
from the Journal Star by Dave Haney.
| View this PowerPoint for an overview of the co-teaching workshop presented on September 21, 2011. |
| Co-Teaching: Inclusive Service Delivery |
Former science and technology specialist Jennifer
Willoughby explains the foundations of differentiated
instruction.
Willoughby explains the foundations of differentiated
instruction.
The National Dissemination Center for Children with
Disabilities addresses five "special factors" listed in
the Individuals with Disabilities Education Act "that the
IEP team must consider in the development, review,
and revision of each" student's IEP. The factors
include behavior, limited English proficiency, visual
impairment, communication needs/hearing, and
assistive technology.
Disabilities addresses five "special factors" listed in
the Individuals with Disabilities Education Act "that the
IEP team must consider in the development, review,
and revision of each" student's IEP. The factors
include behavior, limited English proficiency, visual
impairment, communication needs/hearing, and
assistive technology.
| "Our lives begin to end on the day we become silent about things that matter." |
| Dr. Martin Luther King, Jr. |
| Reciprocal Teaching |
| A PowerPoint about the dialogue between teachers and students regarding segments of text . |
Rebecca Alber's (Stanford) Edutopia blog answers
"what exactly does it look like?"
"what exactly does it look like?"
University of Virginia education professor Carol Ann
Tomlinson is interviewed by Education Week.
Tomlinson is interviewed by Education Week.
High school teachers Katie Hull-Sypnieski and Larry
Ferlazzo offer strategies to meet diverse needs.
Ferlazzo offer strategies to meet diverse needs.
| A Microsoft Word document provides co-teachers with an observation form to document success. |
| PowerPoint outlining the January 25 Hammond Inclusive Teaching Project workshop. |
| Resources for developing Individualized Educational Programs from the Council for Exceptional Children (2012). |
| Progress and Differentiated Instruction |
| Co-Teaching Observation Form |
| Autism Spectrum Disorders Resources |
| Improving Inclusive Instruction |
| Resources to support teachers in accommodating all learners in the diverse, inclusive classroom |
