Get help with any kind of assignment - from a high school essay to a PhD dissertation
Collaboration in the realm of education has become an increasingly common method of addressing a number of school issues, such as curriculum design, behavioral plans, professional development and management of resources. Among the areas in which cooperation is becoming more popular is co-teaching in special education, where special education teachers and general education teachers share the planning and education responsibilities for addition classrooms (Friend & Cook, 2010). As academic standards for the instruction of students with disabilities are held to the very same criteria as their typical peers because of the No Child Left Behind Act and the Individuals with Disabilities Education Act, the co-teaching model has been increasingly employed to meet those needs. Most research has revealed co-teaching to be effective in the inclusion classroom, though there are a couple of studies which have refuted its significance and identified reasons for problems in executing an effective co-teaching program. Co-teaching is the cooperation of two or more credentialed teaching professionals, most typically a general education teacher and a special education instructor. To genuinely qualify as a co-teaching model, each educator has to be actively engaged with the instruction of the lessons. Each educator contributes their own unique expertise to the preparation, instruction, and handling of all students in the classroom. If implemented in this manner, co-teaching can improve the learning environment and engage and involve all students in the classroom. All students, from the talented to the academically challenged, may benefit from the increased participated time and much more diverse instruction which the co-teaching version provides. Inside the co-teaching model i.. .