Jessica Yoakum
Education Specialist
Co-Teaching Tips
Instructional Options
A primary rationale for co-teaching is that it increases opportunities for student success through expanding instructional approaches. Although research supporting the value of co-teaching is limited, some is beginning to emerge demonstrating greater academic gains for students when their teachers receive consultation and participate in co-teaching. One way of understanding this part of a co-teaching rationale is to think of co-teaching as an opportunity to increase the instructional options for all students. For example, although co-teaching occurs because students with disabilities need support services in a general education classroom, gifted and talented students may also benefit because more options can be created for individualizing their learning. Likewise, students who struggle to learn but who are not eligible for special education or other support services gain the benefit of a reduced student-teacher ratio and the instructional variety that co-teaching brings.
Discipline
Many teachers have strong beliefs about acceptable classroom behavior. These beliefs are tied to the instructional beliefs mentioned already and can vary significantly among co-teachers. Co-teachers generally discuss what they expect of students in terms of behaviors, and the system of rewards and consequences used in the classroom. If some students in a co-taught class have behavior disorders, co-teachers typically discuss what the alternative expectations will be for those students so their message for them, as well as for other students, is clear.
Cook, Lynne, & Friend, Marilyn. (1995). Co-Teaching: Guidelines for Creating Effective Practices. Focus on Exceptional Children, 28(3), 1-16.