05:300:383 Chapter Notes - Chapter 3.3: Conflict Resolution, Problem Solving
20 Mar 2017
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Document Summary
Introduction to special education - chapter 3. 3 - co-teaching and full inclusion. More special educators are finding themselves in co-teaching roles (nclb) Cook & friend (1995) and others describe various models of co-teaching: One teacher and assistant (assistant facilitates materials, 1-on-1 tutoring, etc. ) Station teaching (each teacher instructions a subgroup in rotations at a station) Parallel teaching (each teacher provides complete instruction to a subgroup) Alternative teaching (each teaches content, but with different approaches) Complementary instruction (gened teacher handles core academic content; sped teacher handles learning skills to support success) Supportive learning activities (gened teachers handles core academic content; sped teacher creates related learning activities to facilitate learning) Team teaching (shared, interspersed instruction as equal partners) Effective co-teaching requires the following (bos & vaughn): Separate special education programming has not been effective (not supported) People with disabilities are a minority group with rights. Educators and parents are largely satisfied with the continuum of placements.
