Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources. One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010).
The relationship between the educators is the core of co-teaching and requires significant time and commitments from both.
Success, or conversely failure, of a co-teaching venture is often reported to depend upon a teacher’s personality or style; unfortunately, many teachers lacked clear definitions of collaboration and co-teaching.
However, collaborating individuals need to know their own strengths, weaknesses and predilections. Most definitions stress collaborate teaching as a collaboration between special and general education teachers for all teaching responsibilities for all students.
Anticipate possible challenges by getting to know partner, assessing compatibility and openly acknowledging and discussing areas of discordance. The process requires special education and general education teachers to be in the same room during the same lesson, both participating in instruction but with roles that vary according to lesson goals and student needs.
One teach while one assists is a method that allows for students to be supported during a lesson, but it can be over-used with the eventual result of having little benefit over a one-teacher classroom.
The final and possibly the most effective method is team teaching, where both teachers equally share planning and instruction.Collaboration in the world of education has become an increasingly popular method of addressing a variety of school issues, such as curriculum design, behavioral plans, professional development and management of resources.One of the areas in which collaboration is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and instruction responsibilities for inclusion classrooms (Friend & Cook, 2010).Collaborative teaching goes beyond the simple physical factor of having two teachers in a single classroom.In co-teaching neither professional is relegated to the position of paraprofessional, so instead two professionals much work share the responsibilities usually instructed to a single person. Co-teaching depends almost completely upon a collaborate relationship between the two teaching partners.This does not mean to imply that only like teachers may collaborative teach successfully. Realistic expectation, developed thorough the process of actively acknowledging one’s preconceptions, biases and philosophy, can east the collaborative process.In fact, different styles can also compliment one another. Collaborative teaching has been called everything from a direct means of special education service to a mainstream strategy to a popular strategy for inclusion by integrating special education teachers into general education content classes.It is both the underlying philosophies and seemingly little things which can break a marriage, or collaborative teaching relationship.Possible sources of conflict include positions on instructional beliefs, use of time, classroom routines and rules of discipline and confidentiality, defining roles and providing feedback. worksheet which allow new co-teachers to pro actively explore their perspectives and expectations and reach needed compromise in the planning stages rather than letting power struggles or harsh feelings fester in the classroom.Other collaborative teaching is tag-team and shared teaching, linked courses approach, and paired or connected courses that teach interdisciplinary materials.With work and coordination, collaborative teaching is an effective strategy.