do you like teaching in integrated classrooms

I will be co-teaching in a general education 5th grade reading class for a second year. The gen. ed. teacher and I work well together and have developed an approach that works for us. We parallel teach—we each teach a group of students that consists of gen. ed. and spec. ed. students. I have discovered that many of the students in general ed struggle with reading and do not qualify for a special program. By having me in the room, all students benefit. The general ed. teacher is fairly new in the teaching profession—which is a definite PLUS! He is flexible and is willing to try new approaches. He does not feel threatened by me being in his “territory.” I have co-taught with other teachers and have not had positive results. Therefore, before beginning any attempt at co-teaching, both teachers must develop a plan together and communicate constantly.

I’ve taught in a fifth grade inclusion class for two years. I love the experience.
The regular ed teacher and myself share all resposibilities and compliment each other’s teaching styles. In addition, our paraprofessional is invaluable. Our students are grouped so that regular ed students act as peer teachers to the students with learning disabilities. When we pull groups, the paraprofessional helps students with individual problems. Our class, teachers and students, function as a team. It is so important that both teachers share philosophies about teaching.

As a co-teacher, are you able to use programs specifically designed for students with language-based disabilities? For example, the Wilson program or the Lindamood-Bell program both required intense, different instruction. Both of these programs have proven very successful with students who have language-based disabilities (reading, written language…). How is this type of instruction incorporated into an inclusion reading class?

What support did / does your school give your inclusion teachers?

Do you have extra time planning together?
Are you placed in a class where your strength lies?
Do teachers have a choice to inclusion teach or not?

I will be co-teaching in a general education 5th grade reading class for a second year. The gen. ed. teacher and I work well together and have developed an approach that works for us. We parallel teach—we each teach a group of students that consists of gen. ed. and spec. ed. students. I have discovered that many of the students in general ed struggle with reading and do not qualify for a special program. By having me in the room, all students benefit. The general ed. teacher is fairly new in the teaching profession—which is a definite PLUS! He is flexible and is willing to try new approaches. He does not feel threatened by me being in his “territory.” I have co-taught with other teachers and have not had positive results. Therefore, before beginning any attempt at co-teaching, both teachers must develop a plan together and communicate constantly.

I’ve taught in a fifth grade inclusion class for two years. I love the experience.
The regular ed teacher and myself share all resposibilities and compliment each other’s teaching styles. In addition, our paraprofessional is invaluable. Our students are grouped so that regular ed students act as peer teachers to the students with learning disabilities. When we pull groups, the paraprofessional helps students with individual problems. Our class, teachers and students, function as a team. It is so important that both teachers share philosophies about teaching.

As a co-teacher, are you able to use programs specifically designed for students with language-based disabilities? For example, the Wilson program or the Lindamood-Bell program both required intense, different instruction. Both of these programs have proven very successful with students who have language-based disabilities (reading, written language…). How is this type of instruction incorporated into an inclusion reading class?

What support did / does your school give your inclusion teachers?

Do you have extra time planning together?
Are you placed in a class where your strength lies?
Do teachers have a choice to inclusion teach or not?