The purpose of this study was to explore teachers' perception regarding co-teaching and the skill set needed in order to properly support students with disabilities in the general education classroom. A survey was given to both general educators and special educators as well as to those involved in co-teaching and teachers who were not currently co-teaching. Thirty-five surveys were returned and the data was analyzed using descriptive statistics. Discussions and suggestion for further research in included in the study.

In 30 Days to the Co-Taught Classroom, authors Paula Kluth and Julie Causton will teach you all you need to know about collaboration in 30 days.Yes, you read that right! In just 30 days, they will introduce you to the information, competencies and habits you will need to become a great co-teaching partner. The authors will help you get to know your co-teacher, understand each of your roles, improve your planning and co-planning skills, expand the structures you use to teach and support students and even celebrate your accomplishments.Included in this remarkable book are: Tips, Ideas & Suggestions Chapter Reviews & "To Do" Items Worksheets to Help You Plan Templates to Copy & Use Teaching Practices You Will Love Print & Online ReferencesTake just 30 days, and change your life - and the lives of all of your students!

The purpose of this qualitative phenomenological study was to explore the perception and lived experiences of general education teachers and special education teachers in a co-taught classroom. The study looks at the effects of targeted professional development and teachers' attitudes in co-taught classrooms at the high school level in Pennsylvania. This study is framed by the following research questions: (a) How do general education and special education teachers describe the essences of their experiences with co-teaching? (b) How do the attitudes of general education teachers and special education teachers affect the co-teaching environment at the high school level? and (c) Can a Professional Learning Community (PLC) focused on co-teaching strategies improve the perceptions of teachers toward one another and the roles each plays in the classroom? The conceptual framework that provides a foundation for this study is based on the researcher's experience over the past 17 years as a special educator in the co-teaching classroom. Looking through a social constructivist lens, the three streams that form the foundation for the current research include: legislation, effective co-teaching models, and strategies within a co-taught classroom. For the qualitative research, three dual certified teachers, twelve general education teachers, and six special education teachers participate in interviews, xii focus groups, journaling, and observations. Once data are collected, transcriptions explore themes of the lived experiences of all the general education teachers and special education teachers within the co-taught classroom. Keywords: Co-teaching, professional development, inclusion, special education, general education, professional learning community

How do you ensure that your co-teaching strategies make the most of the time that you and your co-teaching partner have in the classroom? The answer is co-planning, which will dramatically and efficiently increase the effectiveness of your instruction. In Co-Planning for Co-Teaching, author Gloria Lodato Wilson presents time-saving routines for general and special education teachers that will increase the active roles of each co-teacher and intensify instruction for students. Useful for co-teachers, administrators supervising co-teachers, and pre-service teachers, this book outlines how to eliminate the frustration and barriers often associated with co-planning, how to maintain the rigor of the coursework, how best to address the needs of students, and co-planning strategies for meeting IEP goals. Packed with useful examples for both elementary and secondary co-teachers, Wilson's "behind-the-scenes" guidance helps co-teachers make the most of co-planning time.

Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works—and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W. Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of * The co-teaching relationship and collaborative roles. * Co-planning instruction and assessment. * Co-teaching in action. * Academic and behavioral supports and interventions. * Collaborative reflections, improvements, and celebrations. Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students.

Co-taught classrooms are popping up in schools throughout the United States; are your children being serviced properly? This study will take a look at current co-teaching practices at Lakeview High School (pseudonym). The study will first focus on what co-teaching is like currently, and how teachers and students feel about the effectiveness of co-taught classes. The study will then focus on implementing strategies that have been known to be effective in a co-taught classroom setting. Data will also be collected on the newly implemented strategies and compared to the previous methods to determine if any improvements were made regarding student and teacher attitudes towards team teaching as well as student improvement. Data will be collected in the form of interviews of teachers and students, questionnaires completed by students, observations, and assignment and test grades. Hopefully, this research will show that co-teaching, when implemented using effective and consistent techniques will help to improve the achievement of all students within a co-taught classroom. It is hoped too, that teachers and students will find an increased positive attitude towards the use of co-teaching as a means to address inclusion when areas that are currently lacking are improved upon.

Elizabeth Stein weaves together the inclusive teaching strategies of co-teaching and Universal Design for Learning (UDL); helping general education and special education teachers alike improve their classroom practice and together improve opportunities for all K-12 students to reach their potential.