The movement to include students with disabilities into the general education classroom is becoming commonplace in educational reform. The goal of providing effective instruction for students with diverse needs began the movement toward inclusion. The provision of support services for these students are in the context of the general education classroom rather than by removing them from their non-disabled peers. In co-teaching, the special educator provides direct service to all students within the general education classroom by teaching alongside the classroom teacher.; The process of special educators and classroom teachers jointly and routinely planning lessons together promotes effective teaching for students who are both disabled and non-disabled because both educators bring their expertise to the planning sessions. The purpose of this study addressed major issues of co-teachers when planning units and weekly lessons with specific emphasis on the co-teaching experience.; The researcher chose a case study method because the target suburban school initiated full inclusion through a co-teaching model and the principal provided joint planning times for grade level co-teachers. The collection of data was through taped interviews with general and special education teachers at the target school and from other elementary schools in the district.; Results of the study demonstrated that teachers who perceive themselves to have an effective experience believe in the inclusion philosophy and openly communicate with one another. Stress decreased with the knowledge of having joint planning sessions planned within the teaching day. Co-teachers used the scheduled 40-minute sessions at least once per week although ongoing planning is necessary. Some teachers met several times daily at lunchtime, in the morning, recess, or at the conclusion of the day.; The study concluded the necessity of on-going training at the district level for all teachers involved in the co-teaching experience. The school district must state and practice its philosophy regarding inclusive routines. The visibility of top administrative personnel such as the special education director as well as the support he or she can give is essential for positive relations within schools. It is imperative to have clear expectations for the roles and responsibilities of collaborating teachers as well as the principal. Teachers need to know evaluation procedures during administrator observations. Moreover, training in the use of various co-teaching approaches is essential for communication and effective joint planning sessions. Finally, teachers need to examine samples of lesson plan formats, which they can apply for a more efficient use of collaborative time.
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