1. Outcomes
1.1. Many ways to implement co-teaching
1.2. Many benefits
1.2.1. More opportunities for one-on-one interaction between students and teachers, leading to stronger relationships
1.2.2. Students with disabilities have access to the general education curriculum as required by law
1.2.2.1. includes the classroom community and activities they otherwise wouldn’t take part in
1.2.2.2. IDEA
1.2.2.2.1. free appropriate education to children with disabilities
1.2.2.2.2. giving parents or legal guardians a voice in their child’s education
1.2.2.3. IEP
1.2.2.3.1. working with a multidisciplinary school team
1.2.2.3.2. falling under 1 of 13 categories that IDEA covers
1.2.2.4. 504
1.2.2.4.1. protects against discrimination
1.2.2.4.2. the impairment needs to limit at least one major life activity
1.2.3. Students still have opportunities for specialized instruction when needed
1.2.4. All students can benefit from the additional supports, resources, and diversity in the classroom
1.2.5. Increased independence for students with disabilities
1.2.6. Stronger, more creative, lessons due to teachers sharing the planning process with each other
1.2.6.1. taking the time to brainstorm and implement strategies that will set up all students for success in learning
1.2.6.2. Implementing goals and objectives as a roadmap for the lesson
1.2.6.2.1. Specific wording and goals for the future
1.2.6.2.2. The goal is always the success of students and their learning
1.3. Allows for greater implementation of inclusion
1.3.1. Inclusive classrooms often chosen as LREs
1.3.1.1. students with SPED needs to receive the support they need as part as their IEP
1.3.1.2. build a strong social connection with their peers
1.3.1.3. benefit from general education class
2. Co-Teaching
2.1. the practice of pairing teachers together in a classroom to share the responsibilities of planning, instructing, and assessing students
2.2. an interactive process where a group with diverse expertise works together to provide high-quality services to all students
2.2.1. Communication skills
2.2.2. Conflict Resolution
2.2.3. Awareness of multicultural/linguistic diversity
2.2.4. Shared problem solving
2.2.5. Shared responsibility
2.2.6. Voluntary involvement
3. Collaboration with Pre-Referral
3.1. Pre-referral
3.1.1. a preventative measure that can help to eliminate inappropriate referrals to special education
3.1.2. develop and integrate effective strategies for the benefit of their students
3.1.3. Collaborative approach
3.1.3.1. parents and other teachers assist classroom teachers with instructional support
3.2. Multidisciplinary team aspects
3.2.1. There needs to be a team of problem solvers to find good strategies for the student with academic or behavioral difficulties
3.2.2. multiple perspectives and voices of expertise and observation/data present (as well as parents)
3.2.3. preventing overrepresentation
3.2.3.1. just because a student displays a certain behavior doesn’t mean that they require special education services
3.3. Leading into RTI (Response to Intervention)
3.3.1. aims to recognize struggling students early in their school experience and support them in their education
3.3.1.1. schools should be willing to step in and begin supporting students before they fall behind farther
3.3.2. uses more evidence-based data and focuses on students’ inability to respond to intervention and/or instruction within the classroom setting
3.3.3. Components
3.3.3.1. Differentiated Instruction (classroom-wide)
3.3.3.2. Screening
3.3.3.3. Data-Based Decision-Making
3.3.3.4. Progress Monitoring