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Concerns of the General Educator in the Co-Teaching Environment
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Concerns of the General Educator in the Co-Teaching Environment
Inclusive classroom setting have been found to be important for the students with special needs. The reason for this is that, it allows them to remain in regular neighborhood school and learn together with their peers in the same classroom setting. In this co-teaching and collaborative teaching is important. The general educator and the special educator will have to work together in delivering instructions to the students. The collaborative teaching helps in creating a community conducive to helping all students meet their academic and behavioral needs.
General educator in co-teaching environment serves a great role in the delivery of the instructions to students with special needs. They ensure that all the students fit to the curriculum design of the regular education system. The reason is that, general educators knows the curriculum for a child’s grade level and what children in regular education classes are typically expected to do (Tomlinson & McTighe, 2006). They are therefore expected to assist IEP teams in understanding the intricacies of curriculum design used in the regular education. General educators are viewed as experts in the general curriculum who can help students with special needs benefit with the regular education by developing curriculum that meets their needs. Also, general educator is expected to have a mastery of the content in the developed curriculum for the benefit of the students in the classroom. Through the collaboration with the special educator, general educator will deliver instructions to the students in an inclusive environment. General educator will teach the students while the special educator will assist through giving guidance and also acts as a consultant.
Despite the important role of the general educator, some of the co-teachers do not accomplish their responsibilities as expected. Some of them do not have mastery of the content and therefore do not give the required instructions as expected. In some instances, many co-teachers fail to turn up for classes while others attend classes when they are already late and also leave their work early (Murawski & Spencer, 2011). This therefore affects the delivery of instructions to the students. The reason why the teacher may have felt that way is because of lack of special educator. Special educator in collaborative teaching is important since he is the one who is giving advice to the general educator on what is to be done. He acts as a consultant to the co-teachers on what they expect them to teach the students with special needs. They also advice them on the content that is needed when teaching the students with special needs. The collaborative efforts between the two teachers could have proceeded differently if the special educator could have been included in the co-teaching environment. In this, special educator could have given the advice on what students with special needs require in order to meet their academic and behavioral needs in an inclusive education setting.
References
Murawski, W. W., & Spencer, S. (2011). Collaborate, communicate, & differentiate!: How to increase student learning in today’s diverse schools. Thousand Oaks, Calif: Corwin Press.
Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, Va: Association for Supervision and Curriculum Development
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