February 2003

February 2003 | Volume 6 | Number 5
Equity and Opportunity

Making Differences Ordinary Through Coteaching

by Kathy Checkley

Coteaching is like an arranged marriage, Penelope Wald and Wendy Boehm told educators at ASCD's 2002 Teaching and Learning Conference. Individuals in an arranged marriage, for example, find strength in a shared culture, strong family bonds, and the belief that marriage is the starting point of the relationship.

These hopeful expectations are also held by those who coteach in inclusive classrooms, Wald and Boehm suggested in their session, "Instructional Strategies for the Coteaching Classroom." Successful coteachers, they noted, achieve a fine blend of personalities, philosophies, and professional strengths. This balance helps them better meet the needs of a diverse student population.

The Starting Point

Building a relationship is key, said Wald. The general education teacher and special education teacher need to collaborate to determine their roles in the classroom so they can maximize each teacher's contribution to each child's learning.

This may mean that the coteachers get together before the school year begins to look at the curriculum and determine areas of expertise and knowledge, said Wald. That way, "they can decide who is going to teach what unit" and work together to determine the learning goals and assessments for those units, as well as the learning activities that build to those assessments.

Coteachers can also divvy up those seemingly mundane classroom tasks, such as taking attendance or collecting lunch cards. Such chores are part of the daily life of the classroom, and both teachers—to the extent possible, given time and budget constraints—should be seen as contributors to that comfortable routine, Wald and Boehm suggested.

Shared Culture and High Expectations

When teachers work in a partnership, they "share ownership" for the success of all the students, Wald stated. That commitment is communicated to students through the array of learning experiences they are offered. "Differences are seen as ordinary in collaboratively taught, inclusive classrooms," she noted, and students come to expect that instruction will vary depending on their individual learning needs. One student in the classroom might need instruction in a separate space, for example, and that service is provided; another student might need enrichment activities, and that service is provided. It's understood by teachers and students alike that there will be "a continuum of learning experiences," carefully designed to help all students learn the content, Wald said.

That doesn't mean that students with special needs will be held to unrealistic standards, Wald continued. Coteachers must plan for and agree upon modifications to assessments and learning activities. In a language arts lesson, for example, the coteachers may agree that general education students will be required to write a paragraph about what they've read. Students needing a slight adaptation of the assignment would summarize what they read aloud before writing the paragraph. Students who need a more significant adaptation would be required to define a few of the vocabulary words aloud for teachers. These are examples of high—but different—expectations.

Teaching Together

In the model of coteaching that Wald and Boehm promote, the general education and special education teacher assist each other in meeting the learning needs of all students. This cooperation expands both teachers' repertoires. The special education teacher—who is apart from the class in a traditional setting—has opportunities to study the content and "come to know all the students in the class," said Wald. The classroom teacher has opportunities to differentiate the content when making adaptations for students with special needs.

It's the students, however, who benefit most, Wald and Boehm maintain. First, there's a better student-teacher ratio. "You aren't combining a class, you're bringing in a special education teacher to help teach a particular unit or lesson," said Wald. Second, children enjoy access to more adults who care about their learning. Students know that they have two teachers who can help them, Wald observed. "Students won't feel embarrassed to seek help from Mrs. Jones because she won't be seen as 'just the teacher for slow kids'—she'll be seen as the teacher for all learners in that community."

So You Want to Coteach?

Penelope Wald and Wendy Boehm report that to be a successful coteacher in an inclusive classroom, it's helpful if you Have confidence in yourself and your teaching ability. Are flexible and can "go with the flow." Have a belief that all children can learn. Have high expectations for all children, as well as an acceptance of student differences. Are willing to talk about what you know and don't know, your preferences, and your pet peeves. Don't take yourself too seriously and enjoy your teaching partner's personality. Are willing to work through roadblocks.

The Coteaching Balancing Act

In the coteaching classroom, teachers blend different areas of expertise. Each teacher has expectations of what her partner will bring to the classroom.
Expectations of the General Educator	Expectations of the Special Educator
The special educator will Participate in the day-to-day chores of the classroom (attendance, pick up, etc.). Grade student work in a timely manner. Participate in parent-teacher conferences. Accept responsibility as an active classroom teacher. Have adapted work available for students when the special educator is not in class.	The general educator will Assist in making some "common sense" adaptations for students with disabilities. Understand that the special education teacher has other responsibilities, such as testing and students in other classrooms. Share ownership for the education of students with disabilities. Take an active role in the individual education plan (IEP) process. Be consistent with the instructional schedule and notify the special education teacher of changes to that schedule.
Source: Adapted from Wald, P. & Boehm, W. (2002). "The balancing act: Trust and task," presentation handout for the Instructional Strategies for the Coteaching Classroom workshop, ASCD 2002 Teaching and Learning Conference, New Orleans, La.

Penelope Wald (pwald@erols.com) is an educational consultant and coauthor (with Michael S. Castleberry) of the ASCD book Educators as Learners: Creating a Professional Learning Community in Your School. Wendy Boehm (Wendy.Boehm@fcps.edu) is an inclusive schools facilitator/trainer for the Fairfax County (Va.) Public Schools.

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