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Co-Teaching In Inclusive Classrooms Using Structured Collaborative Planning, Dusty Columbia Embury

Teacher Education Faculty Publications

A pair of co-teachers in a U.S., mid-western, suburban school district participated in a co-teacher training and subsequent research study, in an effort to encourage role changes that would increase the engagement of students with disabilities in the classroom, This case study presents the experiences of two co-teachers teaching in an inclusive, seventh grade science class. The teacher participants were first trained through voluntary participation in countywide, three-day in-service on co-teaching and brain-based learning and then interviewed. Over the course of the ten-week study, the co-teachers used a structured collaborative planning protocol to prepare for weekly co-teaching. Teachers and students …