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needsadvice needsadvice is offline
 
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needsadvice
 
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co-teaching
Old 09-10-2019, 07:34 PM
 
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I am a resource specialist at a K-5 school. The big push is to not have any more pull out services and do push in for my students. I was wondering how fellow spec. ed. teachers feel about this model and how does it work in your school, if you are K-5 RSP teacher. I am not totally opposed to it, but how can you do this with different age groups that are in multiple teachers' classrooms. Also, some general ed. teachers are not that welcoming when we go into their classes. Any suggestions or concerns regarding this hot topic, I would appreciate it. I feel as if I am alone in my thinking.


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Haley23 Haley23 is offline
 
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Haley23
 
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Old 09-10-2019, 08:02 PM
 
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That was the "big thing" in my area for many years. I HATE it, and in fact refused to accept any job that was not pull out. IME the sped teacher gets treated like an aide (in all honesty, our actual paras get to do more "teaching" than I've seen sped teachers in co-teaching situations get to do) and it is nowhere near intensive enough for what the students need. The only hope of being able to do anything semi effective is if you have only 1-2 classroom teachers to work with. No way is any scenario of co-teaching going to work with K-5.

My district pushed and pushed for it for many years. My previous P refused to implement it at my school, and she was fired (that was not the only reason, but I do believe it contributed). New P came in and would make vague statements about "working towards" it, but didn't really push it and we continued to pull out at my school. A couple of years ago we got a new building and district bigwigs didn't want to build any space for sped, EL or interventionists in order to force a push-in model. Long story short, P fought back on that and assigned what was supposed to be "flex spaces" as small classrooms.

Irony of ironies, this year we are part of a state department of ed literacy project that is supposedly the "correct research" on how to "fix" reading problems, including disabilities. Guess what. It's direct/explicit phonics instruction in a PULL OUT model. All of those years they went on and on about co-teaching and now they are presenting explicit phonics instruction as if it were some "new" thing. While I'm certainly glad they've "seen the light," do not act like this is something you came up with!
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newbie17 newbie17 is offline
 
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newbie17
 
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Many Variables
Old 09-18-2019, 10:04 PM
 
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I'm a 4th grade resource teacher that does pull out for all my kids, but a couple years ago I did teach a cotaught section of literacy. I had an absolute blast and my coteacher and I ended up with the highest ELA scores in 4th grade! Of course she had other classes that I wasn't apart of that were factored into this, but we had 12 kids with IEPs in our cotaught class and still managed to accomplish that. Coteaching was one of the most fun experiences I've ever had as a teacher.


That being said, I got to teach with one of my very best friends. She had taught sped for a year or two, so she understood a lot and she is all about inclusion. I think our situation was incredibly rare and we were blessed to have each other. I would coteach with her anytime, but I don't think I could do it (with such good results) with anyone else in my school.


As resource teachers we are supposed to provide targeted intervention, fill in specific gaps, and work towards students goals. This isn't possible in the gen ed classroom. My school tried cotaught math as well and I think it was a total disaster. Literacy would have been a disaster as well, but as I said we were a great team. The best way to teach our kids is in the smallest possible groups so we can target those weaknesses. If you can fight against coteaching please do!! It's not what's best for kids. Maybe research it and provide data...you know how admins love their data! Best of luck to you!
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teabreak teabreak is offline
 
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teabreak
 
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Opposite here
Old 09-19-2019, 05:20 AM
 
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We are nearly all inclusion. With 14 SpEd teachers in our department, only 4 of them don't co-teach. This model works well for our school and we have been doing it for over 10 years. Not to say that I sometimes don't get treated like an aide. There have been those times. For the most part, I am looked at by my 4 co-teachers as a valued member of the team. When we PLC or use our common planning, they listen to my ideas and we go with what's best for students (trust me, not all of my ideas are what's best!!!).

I might just be lucky, but I will say that having a common time to meet has been essential. Sure, we have a small group of students that are in a pull-out situation and the 4 teachers that don't do co-teaching take care of their needs, but for the most part, when I go into a room, I am a fellow teacher in there working with all kids. Some of the kids that are not on IEP can use the interventions I can create.

Another area is to try and specialize if you can. You can't be doing 3 different subjects with 7 different teachers. That is hard! Focus on one subject area to co-teach first and then work your way to the others are you get comfortable with the first subject. Taking on too many teachers and subjects at once can be daunting and not successful for students or you.

It is a lot of hard work and you need to have a high level of trust, but it can be done. Nothing is perfect, but it is doable and I love working with my team.
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