Co-Teaching as a Special Education Service: Is Classroom Collaboration a Sustainable Practice?
Keywords:
Collaboration; Collaborative classroom; Co-teaching; Special education;Abstract
In the current climate of rigorous educational standards, universal accessibility, and teacher accountability for student outcomes, it is not surprising that co-teaching has become a widely implemented service delivery option for students with disabilities. Questions can be raised, however, about its sustainability, at least in part because of concerns about its dependence on sophisticated teacher skills for meaningful collaboration set in a supportive school content. The defining characteristics of collaboration and co-teaching are outlined, and examples of dilemmas related to the collaborative dimension of co-teaching are presented. The elements that can contribute to strong collaborative classroom partnerships, including carefully prepared teachers, knowledgeable administrators, ongoing professional development and coaching, feasible scheduling, and a focus on parity are attainable, but only if carefully integrated into a school’s culture. Is co-teaching sustainable as a collaborative endeavor? Yes, but only if its many dimensions are understood and addressed.
References
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Sparks, D. (2013). Strong teams, strong schools: Teacher-to-teacher collaboration creates synergy that benefits students. Journal of Staff Development, 34(2), 28-30.
Theoharis, G., & Causton, J. (2014). Leading inclusive reform for students with disabilities: A school- and systemwide approach. Theory into Practice, 53, 82-97.
Van Hover, S., Hicks, D., & Sayeski, K. (2012). A case study of co-teaching in an inclusive secondary high-stakes World History I classroom. Theory & Research in Social Education, 40, 260-291.
Villa, R., A., Thousand, J. S., & Nevin, A. I. (2013). A guide to co-teaching: New lessons and strategies to facilitate student learning (3rd edition). Thousand Oaks, CA: Corwin.
Walsh, J. M. (2012). Co-teaching as a school system strategy for continuous improvement. Preventing School Failure, 56(1), 29-36.
Walther-Thomas, C. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407.
Ash, P. B., & D'Auria, J. (2013). Blueprint for a learning system: Create one larger, more flexible team that encourages collaboration in all directions. Journal of Staff Development, 34(3), 42-46.
Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17-22.
Beninghof, A. M. (2012). Co-teaching that works: Structures and strategies for maximizing student learning. San Francisco, CA: Jossey-Bass.
Brinkmann, J., & Twiford, T. (2012). Voices from the field: Skill sets needed for effective collaboration and co-teaching. International Journal of Educational Leadership Preparation, 7, 1-13.
Brown, N., Howerter, C. S., & Morgan, J. (2013). Tools and strategies for making co-teaching work. Intervention in School and Clinic, 49, 84-91.
Brusca-Vega, R., Brown, K., & Yasutake, D. (2011). Science achievement of students in co-taught, inquiry-based classrooms. Learning Disabilities: A Multidisciplinary Journal, 17(1), 23-31.
Christie, L. S., McKenzie, H. S., & Burdett, C. S. (1972). The consulting teacher approach to special education: Inservice training for regular classroom teachers. Focus on Exceptional Children, 4, 1-10.
Congdon, C., Flynn, D., & Redman, M. (2014). Balancing "we" and "me". Harvard Business Review, 92(10), 50-57.
DuFour, R., & Mattos, M. (2013). How do principals really improve schools? Educational Leadership, 70(7), 34-40.
Embury, D. C., & Kroeger, S. D. (2012). Let's ask the kids: Consumer constructions of co-teaching. International Journal of Special Education, 27, 102-112.
Embury, D.C., & Dinnesen, M. S. (2012). Planning for co-teaching in inclusive classrooms using structured collaborative planning. Kentucky Journal of Excellence in College Teaching and Learning, 10(31), 36-52.
Friend, M. (2014). Co-Teach! Creating and sustaining effective classroom partnerships in inclusive schools (2nd edition). Greensboro, NC: Marilyn Friend, Inc.
Friend, M., & Cook, L. (2013). Interactions: Collaboration skills for school professionals (7th edition). Upper Saddle River, NJ: Pearson.
Friend, M., & Cook, L. (1990). Collaboration as a predictor for success in school reform. Journal of Educational and Psychological Consultation, 1, 68-83.
Fuchs, L. S., Fuchs, D., Compton, D. L., Wehby, J., Schumacher, R. F., Gersten, R., & Jordan, N. C. (2015). Inclusion versus specialized intervention for very-low-performing students: What does access mean in an ear of academic challenge? Exceptional Children, 81, 134-157.
Garver, A. G., & Papania, A. (1982). Team teaching: It works for the students. Academic Therapy, 18, 191-196.
Hamilton-Jones, B., & Moore, A. (2013). Ensuring high-quality inclusive practices: What co-teachers can do. Kappa Delta Pi Record, 49(4), 156-161.
Hamilton-Jones, B., & Vail, C. O. (2013). Preparing special educators for collaboration in the classroom: Pre-service teachers’ beliefs and perspectives. International Journal of Special Education, 28, 56-68.
Hudson, P., & Glomb, N. (1997). If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators. Journal of Learning Disabilities, 30, 442–448.
Isherwood, R., Barger-Anderson, R., Merhaut, J., Badgett, R., & Katsafanas, J. (2011). First year co-teaching: Disclosed through focus group and individual interviews. Learning Disabilities: A Multidisciplinary Journal, 17, 113-122.
Kardes, I., Ozturk, A., Cavusgil, S. T., & Cavusgil, E. (2013). Managing global megaprojects: Complexity and risk management. International Business Review, 22, 905-917.
Martin-Beltran, M., & Peercy, M. M. (2014). Collaboration to teach English language learners: Opportunities for shared teacher learning. Teachers and Teaching: Theory and Practice, 20, 721-737.
McLeskey, J., Waldron, N. L., & Redd, L. (2014). A case study of a highly effective, inclusive elementary school. Journal of Special Education, 48, 59-70.
Moorehead, T., & Grillo, K. (2013). Celebrating the reality of inclusive STEM education: Co-teaching in science and mathematics. Teaching Exceptional Children, 45(4), 50-57.
Nierengarten, G. (2013). Supporting co-teaching teams in high schools: Twenty research-based practices. American Secondary Education, 42(1), 73-83.
Pancsofar, N., & Petroff, J. G. (2013). Professional development experiences in co-teaching: Associations with teacher confidence, interests, and attitudes. Teacher Education and Special Education, 36, 83-96.
Sileo, J. M. (2011). Co-teaching: Getting to know your partner. Teaching Exceptional Children, 43(5), 32-38.
Silverman, S. K., Hazelwood, C., & Cronin, P. (2009). Universal education: Principles and practices for advancing achievement of students with disabilities. Columbus, OH: Ohio Department of Education, Office for Exceptional Children.
Solis, M., Vaughn, S., Swanson, E., & McCulley, L. (2012). Collaborative models of instruction: The empirical foundations of inclusion and co-teaching. Psychology in the Schools, 49, 498-510.
Sparks, D. (2013). Strong teams, strong schools: Teacher-to-teacher collaboration creates synergy that benefits students. Journal of Staff Development, 34(2), 28-30.
Theoharis, G., & Causton, J. (2014). Leading inclusive reform for students with disabilities: A school- and systemwide approach. Theory into Practice, 53, 82-97.
Van Hover, S., Hicks, D., & Sayeski, K. (2012). A case study of co-teaching in an inclusive secondary high-stakes World History I classroom. Theory & Research in Social Education, 40, 260-291.
Villa, R., A., Thousand, J. S., & Nevin, A. I. (2013). A guide to co-teaching: New lessons and strategies to facilitate student learning (3rd edition). Thousand Oaks, CA: Corwin.
Walsh, J. M. (2012). Co-teaching as a school system strategy for continuous improvement. Preventing School Failure, 56(1), 29-36.
Walther-Thomas, C. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407.