Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/69317

The Golden Key to Effective Inclusion: Co-Teaching!

Item Summary

dc.contributor.author Follari, Lissanna
dc.contributor.author Kasa, Christi
dc.date.accessioned 2020-07-31T16:57:59Z
dc.date.available 2020-07-31T16:57:59Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/10125/69317
dc.subject Co-Teaching
dc.subject Inclusion
dc.subject Teacher Collaboration
dc.title The Golden Key to Effective Inclusion: Co-Teaching!
dc.type Conference Paper
dcterms.abstract Effective inclusion takes intentional practices which leverage every possible resource. Too often, instructional staff are underutilized in classrooms, or pulled out to work with specific children. This leaves the student-to-teacher group ratio too high to ideally individualize instruction. There are several co-teaching models which offer teachers clear pathways to tap in to all expertise in the room and maximize learning opportunities for all children. This paper outlines key structures and principles of using co-teaching to make inclusion work for children and teachers, highlighting four effective models: station teaching, parallel teaching, teaming, and split the class.
dcterms.extent 8 pages
dcterms.language English
dcterms.publisher Center on Disability Studies, University of Hawaiʻi at Mānoa
dcterms.rights Creative Commons License: CC-BY
dcterms.rightsholder Center on Disability Studies, University of Hawaiʻi at Mānoa
dcterms.type Text
dc.contributor.affiliation Follari, Lissanna: University of Colorado, College of Education
dc.contributor.affiliation Kasa, Christi: University of Colorado, College of Education
dc.type.local Best Practices Focus
Appears in Collections: PacRim 2019 Conference Proceedings


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