Comments on: A Special Education Teacher’s Role in an Inclusive Classroom http://blog.sunbeltstaffing.com/special-education/a-special-education-teachers-role-in-an-inclusive-classroom/ Healthcare Job Blog Sun, 22 Aug 2010 03:58:09 -0600 hourly 1 By: Teacher World http://blog.sunbeltstaffing.com/special-education/a-special-education-teachers-role-in-an-inclusive-classroom/comment-page-1/#comment-167 Teacher World Sun, 22 Nov 2009 02:14:41 +0000 http://blog.sunbeltstaffing.com/?p=410#comment-167 I have been working in a permanent co-teaching classroom for two years now, and I see some great benefits but some drawbacks as well. The problem is not with the concept, but how it is implemented. My first year went quite well, in spite of the fact that we had virtually no training and had to work our own way through the strategies that worked best for us. Luckily, the SPED teacher I work with is as flexible as I am, and our styles blended well, so it was a good experience in spite of a shaky beginning. But this year has brought additional challenges as, on top of our SPED children, we have been overloaded with so many additional students who are struggling academically. It seems that the misconception is to place all at-risk students in the co-teaching classroom since there are two teachers to service them, and therefore, they will have greater potential to be successful. Unfortunately, when well over half your students are struggling academically and need additional services, and 25% of these students are SPED, it is virtually impossible to meet all of the needs in our classroom. So, while I love the concept of co-teaching and can easily see the merit of this approach to teaching, until the way this classroom is utilized changes, I will be hesitant to volunteer to teach in a co-teaching classroom next year. I have been working in a permanent co-teaching classroom for two years now, and I see some great benefits but some drawbacks as well. The problem is not with the concept, but how it is implemented. My first year went quite well, in spite of the fact that we had virtually no training and had to work our own way through the strategies that worked best for us. Luckily, the SPED teacher I work with is as flexible as I am, and our styles blended well, so it was a good experience in spite of a shaky beginning.

But this year has brought additional challenges as, on top of our SPED children, we have been overloaded with so many additional students who are struggling academically. It seems that the misconception is to place all at-risk students in the co-teaching classroom since there are two teachers to service them, and therefore, they will have greater potential to be successful. Unfortunately, when well over half your students are struggling academically and need additional services, and 25% of these students are SPED, it is virtually impossible to meet all of the needs in our classroom.

So, while I love the concept of co-teaching and can easily see the merit of this approach to teaching, until the way this classroom is utilized changes, I will be hesitant to volunteer to teach in a co-teaching classroom next year.

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