This course provides educators with a strong foundation for planning, implementing and maintaining successful co-teaching programs that improve and enhance the instruction of students with disabilities being taught in the general education classroom. In today's inclusive classroom settings, students with disabilities work together with students without disabilities. All of these students have a variety of learning styles, cultural differences, and educational, behavioral and social needs. It has become important for teachers and administrators to find effective research-based methods to help every student achieve greater success. One of the fastest growing trends nationally is the provision for co-teaching practices. Starting first with developing a clear definition of co-teaching, then examining critical components of co-teaching models and how they support student learning in the classroom, and finally evaluating current co-teaching programs, the focus of this course will be to explore both the conceptual and operational aspects of this approach to delivering instruction.
The No Child Left Behind Act (NCLB) and the Individuals With Disabilities Act (IDEA) have brought increased pressure on all educators. Policy makers and school reformers have set higher standards making teachers and administrators responsible for ensuring students meet these standards on state assessments. All students including those with disabilities are expected to achieve the same success as other students. IDEA requires that students with special needs be educated in the least restrictive environment and whenever possible, in the general education classroom where they are provided with access to the same general education curriculum as all other students. In addition, many educators are finding that an increasing number of students come to school with a variety of other problems putting them at greater risk of failing. In order to successfully address the challenges of meeting the needs of all these different students, co-teaching has received widespread attention and has become an accepted form of delivery of instruction. With the reauthorization of IDEA, state regulations and guidelines have set parameters to address how educators can meet the needs of diverse populations. For example, the New York State Commissioner of Education's Part 200 Regulations now allow school districts to include integrated co-teaching on the continuum of special education services.
This course examines the most commonly accepted co-teaching practices between general and special education teachers and how collaboration can effectively take place between the co-teaching partners, and the partners and other school personnel on the elementary, middle and high school levels to meet the needs of all learners. It is based on current research and experiences of prominent individuals in the field of education including Richard A. Villa, Dr. Marilyn Friend and Carol Ann Tomlinson.
Graduate Participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional Development participants receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes, and 60 hours of professional development credit for online classes.
Session/Module 1: Co-Teaching Defined
Session/Module 2: Establishing a Rationale for Co-Teaching a it Relates to Research and Legislation
Session/Module 3: Developing Effective Partnerships
Session/Module 4: Essential Components of a Co-Teaching Relationship
Session/Module 5: Co-Teaching Modules
Session/Module 6: Working with Support Personnel: The Paraprofessionals as Part of the Co-Teaching Team
Session/Module 7: Response to Intervention (RtI)
Session/Module 8: The Use of Differentiated Instruction in the Co-Teaching Classroom
Session/Module 9: Assessing Co-Teaching Programs
Session/Module 10: Making Co-Teaching Work: The Issue of Common Planning Time
Online Courses are 13 weeks in length.
Face-to-Face Course courses are held Friday evening from 6pm-9pm and Saturday/Sunday, 8am-6pm.
Weekday courses are Monday-Friday from 8:30am- 5:30pm.
It is the responsibility of the student to check with their state, county, district or school to ensure that all requirements are being met.
Check the Partner University area of our website for specific course tuition.
Students are to purchase their own textbook. Click “Textbook List” for information.
Professional Development participants receive a certificate of completion from TEI for 45 hours of PD credit for face-to-face classes and 60 hours of PD credit for online classes.