Tips and Strategies for Co-Teaching at the Secondary Level

Abstract

Kali is a special education resource teacher who has 32 students with mild to moderate disabilities on her caseload. The special education department at Chavez High School (CHS) decided 2 years ago to organize by grade level, so most of the students on Kali's caseload are in the 10th grade, although she has two in the 9th grade and four in the 11th. At the end of the last school year, CHS teachers discussed at great length how the school was supposed to become more "inclusive" and how the No Child Left Behind (NCLB) Act might affect secondary special educators.Although Kali was accustomed to teaching resource classes in English and algebra, her principal just informed her that she will be expected to "coteach" so that more of her students could be included in general education classes and have their needs met in those classes.Christien, a general education 10th grade English teacher, also was recently told that he would be co-teaching with Kali. It is only a few days before school begins, and Christien and Kali find themselves meeting and asking the same questions. What exactly is co-teaching? How can it be done at the secondary level? What role will, or even should, Kali have in the general education classroom? Is this the same thing as being a glorified aide? Can co-teaching really help to meet secondary students' needs? 52 ■ COUNCIL FOR EXCEPTIONAL CHILDREN

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