During this article, the author talks about five steps she thinks are successful for collaboration amongst the general education teacher and the speech-language pathologist. Collaboration can be defined as two or more teachers work together as equals to assist students to succeed in the classroom. Williams and Swenson tell us that collaborative co-teaching between the general education teacher and speech-language pathologist (SLP) requires a common understanding of the different roles they have, the particular approach they take, and the way they communicate with one another while teaching the co-taught lessons (2015). Co-teaching can be defined as two teachers working together with groups of students sharing the planning, organization, delivery,
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If the teachers do not communicate with one another while planning the lessons out, they will not be able to teach the students accurately because they will not be on the same page. In fact, Swenson and Williams tells us that research says that when co-teachers communicate well with one another not only do they teach more effectively, but their students also learn more effectively (2015).
One of the strengths of this article I think is the idea of co-planning. Co-planning can be defined as when two educators combine their knowledge to plan instructional content, instructional delivery, and assessment of student learning. It is important that teachers participate in co-planning process. One great benefit of this is that both teachers will be on one accord when they are teaching the students the lesson. Murawski tells us that at the opening of every planning session, the teachers should do a quick recap to determine what needs to be accomplished in …show more content…
Swenson and Williams tells us that standardized test is the most efficient way a teacher can tell if a child has a deficit or not (2015). However, from my prior classes, my teachers have taught me that teachers can also observe the student within the classroom while he/she is doing work and record their data. Some of the things the teachers should look for when observing the students are how long does it take the him/her to complete an assignment, do he/she know how to complete the assignment, and can he/she read the information that is on the assignment. When it is determined that a child has a deficit, he/she will have an Individualized Education Plan (IEP). An IEP can be defined as is a plan or program established to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. IEP’s must also include the child’s strengths and weaknesses so that the general education teacher can know how to teach that child. Within an IEP, the special education teacher or speech-language pathologist write small goals that they want the students to accomplish in the general education curriculum. The teachers have to monitor those goals and make sure that the students are making progress on achieving those goals. Swenson and Williams tells us
If the teachers do not communicate with one another while planning the lessons out, they will not be able to teach the students accurately because they will not be on the same page. In fact, Swenson and Williams tells us that research says that when co-teachers communicate well with one another not only do they teach more effectively, but their students also learn more effectively (2015).
One of the strengths of this article I think is the idea of co-planning. Co-planning can be defined as when two educators combine their knowledge to plan instructional content, instructional delivery, and assessment of student learning. It is important that teachers participate in co-planning process. One great benefit of this is that both teachers will be on one accord when they are teaching the students the lesson. Murawski tells us that at the opening of every planning session, the teachers should do a quick recap to determine what needs to be accomplished in …show more content…
Swenson and Williams tells us that standardized test is the most efficient way a teacher can tell if a child has a deficit or not (2015). However, from my prior classes, my teachers have taught me that teachers can also observe the student within the classroom while he/she is doing work and record their data. Some of the things the teachers should look for when observing the students are how long does it take the him/her to complete an assignment, do he/she know how to complete the assignment, and can he/she read the information that is on the assignment. When it is determined that a child has a deficit, he/she will have an Individualized Education Plan (IEP). An IEP can be defined as is a plan or program established to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services. IEP’s must also include the child’s strengths and weaknesses so that the general education teacher can know how to teach that child. Within an IEP, the special education teacher or speech-language pathologist write small goals that they want the students to accomplish in the general education curriculum. The teachers have to monitor those goals and make sure that the students are making progress on achieving those goals. Swenson and Williams tells us