I was interested in researching and investigating more effective and efficient techniques for collaborating with teachers and differentiating the different subjects in which my students participate. The goal is for my students to have successful elementary school careers with access to the general education curriculum with modifications and accommodations specific to their needs. To accomplish this goal I want to provide support for the classroom teachers in the planning stages of their instruction so that the curriculum is presented in a differentiated manner to meet the needs of all students. Establishing strategies and practices that increase collaboration and differentiation will be a vital tool for all teachers and special educators. The teachers will feel supported when teaching students with IEPs and 504 plans, and the students will feel success because the material and assignments are presented in a way that meets their needs. Literature Review Students with learning disabilities are required to have access to curriculum (Embury & Kroeger, 2012) in their least restrictive environment (LRE) as frequently as possible. For most students with learning disabilities, the LRE is the general education classroom. One approach to effectively and efficiently achieve inclusion of students with learning disabilities into the general education setting is through collaboration (Carter, Prater, Jackson, & Marchant, 2009). Collaboration, or co-teaching, implements and highlights the strategies and expertise that both a special-educator and general education classroom teacher possess (Murawski, 2012). Cook & Friend (1995) define co-teaching as two professional educators delivering instruction and lessons to students’ at all academic levels within a single space. Co-teaching is a partnership that includes two professionals working together on planning, presenting instruction, and assessing and
Appendix C: Co-Planning Checklist Appendix D: Co-Teaching Model Tracking Sheet Appendix E: Co-Planning Checklist Data References Carter, N., Prater, M., Jackson, A., & Marchant, M. (2009). Educators' perceptions of collaborative planning processes for students with disabilities. Preventing School Failure, 54(1), 60-70. Cook, L., & Friend, M. (1991). Principles for the practice of collaboration in schools. Preventing School Failure, 35(4), 6-9 Cook, L., & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on Exceptional Children, 28(3), 1-16. Duchardt, B., Marlow, L., D., Christensen, P., & Reeves, M. (1999). Collaboration and co-teaching: General and special education faculty. Clearing House, 72(3), 186-90. Embury, D., & Kroeger, S.D. (2012). Let’s ask the kids: Consumer constructions of co teaching. International Journal of Special Education, 27(2), 102-112. Friend, M., & Cook, L. (2003). Interactions: Collaboration skills for school professionals (4th ed.). New York, NY: Allyn and Bacon Howard, L., & Potts, E. A. (2009). Using co-Planning time: Strategies for a successful co-teaching marriage. TEACHING Exceptional Children Plus, 5(4), Mahoney, M. (1997). Small victories in an inclusive classroom. Educational Leadership, 54(7), 59-62. Murawski, W.W. (2012). 10 Tips for co-planning time more efficiently. Teaching Exceptional Children, 44(4), 8-15.