This Doesn’t Look Familiar! – A Supervisor’s Guide for Observing Co-Teachers Gloria Lodato Wilson
Among the challenges of delivering services to students with disabilities via a co-teaching model (the pairing of special and general education teachers in a general education classroom) is the dilemma of how to observe teachers in such a setting. Collaboration between a university and a large school district with special and general education supervisors investigated how the two disciplines looked at a co-taught lesson at the secondary level. Then, through a series of interactive workshops, special and general education supervisors developed a common lens for viewing a co-taught lesson, resulting in a guided format for observing co-teachers.
Two Are Better Than OneSusan E. Gately
When done effectively, coteaching allows both teachers to assume full responsibility for the education of all students in the class. The relationship between coteachers moves through predictable stages: the beginning stage, the compromising stage, and the collaborative stage. Using a rating scale to evaluate the strengths and weaknesses of the coteachers’ relationship can help the teachers reach the collaborative stage, pinpoint goals for improvement, and reflect on their practice.
People First LanguageKathie Snow
Who are “the handicapped” or “the disabled?” According to sterotypical myths, they are: People who suffer from the tragedy of birth defects. Paraplegic heroes who struggle to become normal again. Victims who fight to overcome their challenges. Categorically, they are called retarded, autistic, blind, deaf, learning disabled, etc., etc., etc. –ad naseum!
Who are they, really? Moms & Dads, Sons & Daughters, Employees & Employers, Friends & Neighbors, Students & Teachers, Leaders & Followers, Scientists (Stephen Hawking), Movie Stars (Marlee Matlin). They are people. They are people, first.