Location

Honolulu, Hawaii, United States

Event Website

https://pacrim.coe.hawaii.edu

Start Date

3-2019 12:00 AM

End Date

3-2019 12:00 AM

Description

Effective inclusion takes intentional practices which leverage every possible resource. Too often, instructional staff are underutilized in classrooms, or pulled out to work with specific children. This leaves the student-to-teacher group ratio too high to ideally individualize instruction. There are several co-teaching models which offer teachers clear pathways to tap in to all expertise in the room and maximize learning opportunities for all children. This paper outlines key structures and principles of using co-teaching to make inclusion work for children and teachers, highlighting four effective models: station teaching, parallel teaching, teaming, and split the class.

Comments

Lissanna Follari, Ph.D. has been working with young children and families for 23 years. She began her teaching career with infants and toddlers, and has worked in classrooms throughout the elementary grades. Lissanna has spent the past 16 years as an Early Childhood Development and Education university faculty. Her work focuses on diversity studies and innovative approaches to inclusive early care and education. She joined the College of Education at the University of Colorado, Colorado Springs in January 2014.

Christi Kasa, Ph.D. is an associate professor in the College of Education at the University of Colorado. Her teaching, research, and consulting are guided by her passion to create successful inclusive schools for all students.

This article is brought to you for free and open access by the Center on Disability Studies, ISSN 2641-6115. Licensed under CC BY 4.0.

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Mar 1st, 12:00 AM Mar 1st, 12:00 AM

The Golden Key to Effective Inclusion: Co-Teaching!

Honolulu, Hawaii, United States

Effective inclusion takes intentional practices which leverage every possible resource. Too often, instructional staff are underutilized in classrooms, or pulled out to work with specific children. This leaves the student-to-teacher group ratio too high to ideally individualize instruction. There are several co-teaching models which offer teachers clear pathways to tap in to all expertise in the room and maximize learning opportunities for all children. This paper outlines key structures and principles of using co-teaching to make inclusion work for children and teachers, highlighting four effective models: station teaching, parallel teaching, teaming, and split the class.

https://kahualike.manoa.hawaii.edu/pacrim/2019/Articles/2