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Staff Development:

Co-teaching & Inclusion

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Client Contributions
How Can We Measure Co-Teaching?
Co-teaching Rubric
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Co-Teaching & Inclusion

Co-Teaching & Inclusion

A 3-phase training program for regular and Special Education staff members, conducted by Rick Welsh MS-CCC-SLP, National Educational Specialist.

  • Create effective inclusion co-teaching in your school with training that has been successfully field-tested in school systems across the country!
  • Increase time on task and improve learning outcomes for your students.
  • Address the needs of your regular and Special Education staff simultaneously.
  • Discrete training modules allow for flexible scheduling according to your school system's calendar.

This training uses daily Core Curriculum as a vehicle for developing teaching techniques and strategies that will produce student success.  Training objectives result from a careful analysis of Regular and Special Education teachers’ presentation styles and the learning styles of their students. The Teachers involved in the co-teaching model will learn to assess student learning through interaction. Low achieving students are the primary focus, but all learners will benefit from brain-based teaching and strategies that employ multiple intelligence theory.

The training consists of three, logically sequenced phases. This allows teachers to gradually increase their level of commitment. The Regular and Special Education teachers who are partnered together in inclusion classrooms will learn to respect and appreciate each other’s diversity. This respect will then extend to students whose diverse needs and learning styles were previously viewed as obstacles to learning. Administrators are requested to participate in the training, to encourage teachers to take risks, embrace new techniques, and move towards more student-centered instruction.

Impact on teaching practices and/or student learning
Impact of teaching practices on student learning is measured throughout the training process. Teachers and students assess effectiveness of instruction. Students consistently report higher levels of interest in the content of the lesson and increased enjoyment as a result of the methods used to teach the lesson. Increased student time on task, higher levels of motivation and a reduction in disciplinary problems are the outcomes most frequently cited by teachers.

Participating co-teaching teams regularly report discovering untapped potential in students whom they previously regarded as beyond the reach of their efforts. They also express a willingness to accept more responsibility for educating these students. As students come to accept the new methodologies and teaching dynamics in the classroom, there is evidence of increased cooperation and respect among students, between teachers and students, and between general and Special Education teachers.


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