The Golden Key to Effective Inclusion: Co-Teaching!

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dc.contributor.affiliationFollari, Lissanna: University of Colorado, College of Education
dc.contributor.affiliationKasa, Christi: University of Colorado, College of Education
dc.contributor.authorFollari, Lissanna
dc.contributor.authorKasa, Christi
dc.date.accessioned2020-07-31T16:57:59Z
dc.date.available2020-07-31T16:57:59Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/10125/69317
dc.subjectCo-Teaching
dc.subjectInclusion
dc.subjectTeacher Collaboration
dc.titleThe Golden Key to Effective Inclusion: Co-Teaching!
dc.typeConference Paper
dc.type.localBest Practices Focus
dcterms.abstractEffective 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.extent8 pages
dcterms.languageEnglish
dcterms.publisherCenter on Disability Studies, University of Hawaiʻi at Mānoa
dcterms.rightsCreative Commons License: CC-BY
dcterms.rightsholderCenter on Disability Studies, University of Hawaiʻi at Mānoa
dcterms.typeText

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PacRim 2019 Conference Proceedings