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Models for special needs students. (English)
Teach. Child. Math. 16, No. 8, 484-490 (2010).
Summary: As teacher educators, the authors have had the advantage of interacting with and observing teachers from the preservice years through induction and into mentoring roles. They recommend that teacher-preparation programs, with their school partnerships, offer co-teaching experiences within the range of field experiences for preservice teacher candidates. Teachers with collaborative experiences during preservice training are more likely to participate in successful collaborative models, such as co-teaching, within their schools. The shift in teachers’ roles toward more collaborative models has been evident to veteran teachers and those who work in supervision or consultation capacities in a number of schools. The authors contacted former teacher candidates, now elementary teachers, to solicit their views and descriptions of experiences with various co-teaching structures and ask them what challenges and advantages those models have in actual practice. The teachers describe five proven, effective co-teaching strategies for collaborative partnerships with special education instructors and other professionals. These are: (1) team teaching; (2) alternative teaching; (3) one-teach, one-assist; (4) stations; and (5) parallel structure. Elements for successfully co-teaching mathematics are presented. (Contains 1 table.) (ERIC)
Classification: B56 C90
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