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Co-teaching and school reform: a case study.

Article Excerpt
Abstract

Increasingly expected to equate the Least Restrictive Environment with the general education classroom, administrators often look for service delivery models to educate students effectively in the general education classroom. This case study presents a practical look at the implementation of one service delivery model, exposing its strengths and weaknesses and suggesting ways that such a school reform effort can be successful.

Introduction

This case study examines a change initiative to include students with language-based disabilities in general education classrooms in one school system. Using the conceptual model for successful inclusion established by Hunter (1999), this study examines the initiation and implementation of the co-teaching model in the school district as it relates to educational change literature.

Co-Teaching

Co-teaching is one model that has been used to include students with disabilities in the general education classroom. Bauwens, Hourcade, and Friend (1989) have defined co-teaching as "an educational approach in which general and special educators work in a co-active and coordinated fashion to jointly teach heterogeneous groups of students in educationally integrated settings" (p. 18). Teachers collaborate in planning instruction, evaluating student progress, communicating with parents, and generally work together with a group of students. Advocates assert that co-teaching is an effective way to meet the needs of a diverse group of students by reducing the student-teacher ratio, increasing instructional time, and improving a program's intensity and continuity. Since students do not lose transition time from one class to another, students can receive more instruction and become more systematically involved in classroom activities (Cook & Friend, 1995). The extra support of a special education teacher in the general education classroom can reduce stigma because students have more opportunities to participate in classroom activities and be part of the regular school community. Walther-Thomas (1997) found that this leads to " stronger support systems, family-like feelings, and a sense of community" (p. 401). Two teachers also have the potential to modify and adapt lessons as they are needed, bringing their own teacher training and strengths to the teaching partnership for the benefit of all students.

Program Implementation

Fullan (2001) has found that for a reform to be successful it requires support from central administrators and principals. In addition, teachers must have the commitment to change and good working relationships. The implementation of a co-teaching model is no different. According to Walther-Thomas, Bryant, and Land (1996), successful implementation of the co-teaching model requires communicating long-term visions, having clear expectations, and monitoring progress at the classroom level. The purpose of this study is to examine the implementation of a co-teaching model in one school district using this framework and document the successes and shortfalls of the implementation of this educational reform.

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