Team Teaching and Inclusion By Michelle Lefever

Introduction Duties of regular education teacher Added duties when learning support students are assigned to your classroom Is the help of a special education teacher a help or hindrance?

Help or Hindrance Efficient teacher Same teaching theories Compatible personalities Given a choice of teacher Time to plan Administrative support Good attitude by all

Literature Review Team Teaching not always viewed as a positive idea 92.2% college students had negative perception By end of semester 87.5% had positive perceptions Further education or exposure may be needed to turn views around

Lit. Review- Various Ideas of Team Teaching One lead teacher and one assistant Station teaching- two different lessons given at same time, then students switch to the second station Both teachers plan lesson, divide class in half and teach same lesson One teacher takes small group, other teacher takes the rest of the class

Lit. Review- Why Team Teach? More students with learning disabilities are remaining in the regular education classroom A fear that regular education teachers are not able to meet the needs of learning support students Pressures to educate all students in the classroom Easier if the responsibility is shared

Lit. Review- Quality Instruction Both teachers need to be prepared Collaboration Time Effort Be able to compromise Need to make an effective team in order for the quality of the education to remain high!

Now when you and your partner have decided on all of these factors- just start teaching!

My Journey- Year 1 Mrs. K. Second grade 25 students, 5 with IEPs 40 minutes of reading daily 30 minutes of writing 3 times a week NO math time

Results of Year 1 True inclusion- never pulled students out Mrs. K. took one reading group However… Not organized At least 20 minutes late every day Copied my lesson plans Remind her of units/long term plans Guide her to complete IEPS/report cards Students had poor attitudes about receiving help She saw no problems

Year 2 Looped with my class to third grade Also looped with Mrs. K. Added 2 more students with IEPs Granted 2 1/2 hours of aide time a day with Mrs. C. Made it through the year, but with a very bad taste of inclusion

Year 3 Back to second grade Mrs. T. (fourth grade teacher for many years) Mrs. C. was assigned to Mrs. T. 25 students, 4 with IEPs, 1 SED 45 minutes daily for reading 30 minutes daily for math Mrs. T. pulls out at other times of the day as needed

Year 4 Looped with my class and Mrs. T. Still have Mrs. C. as our aide 26 students, 3 with IEPs Mrs. T. pulls out learning support students for reading group Students are mixed with second and third graders according to need for math

Results of Years 3 and 4 We are comfortable with each other Students are more confident Students are working specifically on items listed on their IEPs We do not meet once a week- we have the ability to talk daily and make decisions Open communication about grades and expectations Respect each other personally and professionally

My Advice Find a way to work in an effective way with another teacher to help all the students in your classroom Do the best with what you are given Try to request a teacher with whom to team Keep the right attitude about inclusion