Co-Teaching: An Instructional Model for All Students

Co-Teaching: An Instructional Model for All Students

Lisa Etheridge, Joseph Johnson, Marie Kane, Angela Carpenter, Cathy Lott
Copyright: © 2023 |Pages: 23
DOI: 10.4018/978-1-6684-8208-7.ch001
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Abstract

As schools move to adopt more inclusive practices for students, there is a call for more collaborative opportunities for teachers, such as professional learning teams, to meet the needs of all students. For these professional learning teams to be successful, they must be designed for high quality and performance to promote student learning and achievement. The purpose of this chapter is to focus on using the co-teaching model as an instructional strategy for meeting the diverse needs of all students. The chapter will include the six co-teaching strategies and how to implement them effectively. Furthermore, the chapter will discuss the training of teacher candidates at the higher education level in order to be ready to meet the needs of all students through collaboration using the co-teaching model. Lastly, the chapter will provide real-life scenarios incorporating the co-teaching strategies for the reader to work through and discuss.
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History Of Co-Teaching

The origins of co-teaching began in the 1960s, developed to modify instruction for diverse populations (Villa et al., 2013). In 1966, J.L. Trump described co-teaching as two teachers in a classroom space (Trump, 1966). He also encouraged the integration of co-teaching to organize secondary schools. From this recommendation, many schools in the 1970s started to integrate the use of co-teaching for diverse students (Easterby-Smith & Olive, 1984). There was also a national push for the mainstreaming of special education student after the passing of the Individuals with Disabilities Act (1975). This law stated that all children with disabilities need to receive a fair public education in the least restrictive environment. One solution emerged to fill this void: co-teaching. (Bauer, 1974; Walker,1974).

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