New Models of Cooperative Teaching

Abstract

increased access to general education classrooms by students with disabilities, how can less restrictive instructional alternatives like co-teaching be expanded in light of special education teacher shortages and tighter budgets? This article describes the challenges and benefits of new models of co-teaching that work in schools today. Although concern has been expressed in the special education literature regarding the need for more research on the instructional benefits of cooperative teaching (Zigmond, 2001), new laws and regulations call for full access to the general education curriculum for students with disabilities—with highly qualified teachers. In fact, this is a time to increase and not retreat from general education initiatives in our schools. Moreover, as school systems are significantly changing instructional programs in response to the standards-reform movement (Nolet & McLaughlin, 2000), and at the same time experiencing an increasing shortage of certified special education teachers (Kozleski, Mainzer, & Deschler, 2000), we need to develop alternative and additional means to support students with disabilities to successfully access general education classrooms. After reviewing the benefits of cooperative teaching in the public schools of Anne Arundel County, Maryland, on the basis of parent, teacher, and student surveys; academic outcome data; and classroom observations, we propose four alternative models for co-taught classrooms that rely on flexible teacher schedules and the use of paraprofessionals. We describe the advantages and challenges of each model based on classroom teacher comments and experience.

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