In this book the authors provide information on empirical findings on the effects of team teaching science in inclusive classrooms. Successes and failures are highlighted to inform decision-making when pursuing co-teaching practices, and strengths and weaknesses are identified and discussed. As such, this book is not only useful to science teachers, but also to special education teachers, school administrators, curriculum developers, parents, students and other service providers such as speech pathologists, school psychologist, etc.
The book has an introduction and eleven chapters. In the introduction the metaphor of a game plan for the year is proposed, after which the chapters follow as the challenge of team tea-ching science (Chapter 1); historical perspective on the role of science in the curriculum (Chapter 2); inquiry-based approaches (Chapter 3); the basics of the models of co-teaching (Chapter 4); and team teaching science in elementary school, middle school, and high school classrooms (Chapters 5-7). Chapter 8 is dedicated to a game plan for a school year in inclusive science classrooms, while chapter 9 emphasizes Individualized Education Program (IEP) accommodations and modifications for students with disabilities in honors, gifted and talented, international baccalaureate (IB), and advanced placement (AP) classes. Chapter 10 explains the importance of working with others and following the Individuals with Disabilities Education Act (IDEA) and the Family Educational Rights and Privacy Act (FERPA) guidelines. Conclusions are drawn in chapter 11.
The authors describe the characteristic challenges of team teaching in science classes in the first chapter, and help the reader to deduce answers to key questions about the co-teaching approach such as “What does a science teacher need to know about kids with disabilities?” “How knowledgeable should special education teachers be in scientific concepts?” and “Where should you start if you are new at co-teaching?” They illustrate the characteristics that are included in the term co-teaching, and provide multiple views of the goals, resources, and standards required. They also provide a brief description of science content standards and the goals to be addressed, and examine Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Universal Design for Learning (UDL), and the Family Educational Rights and Privacy Act (FERPA) in special education in table form.
Chapter 2 emphasises the history of science teaching in American K-12 public schools since the 1900s, i.e. provide a history of the role of science in the curriculum, the development of science standards, the impact of the science standards, and the impact of high-stakes testing (if you ever wondered why high-stakes testing as a way of assessing accountability is heavily emphasized in public schools, you can find an answer in this chapter). They examine the rationa-le that guided science standards after the successful launch of Sputnik, the effects of science standards on inquiry based learning, and test-taking skills that team teachers should promote.
In chapters 3-4 the authors address science teaching approaches and the basics of team teaching. They build a case for inquiry-based teaching and learning, discuss models of co-teaching, and present six models of co-teaching, viz. one teach-one observe, one teach-one assist, station tea-ching, parallel teaching, alternative teaching, and team teaching. They note the dynamic relationship that needs to be established for effective communication when team teaching and the fact that students in special education appreciated the extra attention they received from co-teachers (Hang, & Rabren, 2011). Chapter 3, which covers designing content lesson plans, assessment and grading, is a ‘must read’ for co-teachers and school administrators.
Chapter 4 addresses safety, teacher preparation, demonstration, experiment and instruction issues and provides an exemplar table of teacher responsibilities. Chapters 5-7 synthesize and discuss issues of science content, cognitive and physical differences between students, and team teaching in elementary, middle school, and high school classrooms. The authors highlight different teaching approaches for students at different grade levels – noting that
In this book the authors provide information on empirical findings on the effects of team teaching science in inclusive classrooms. Successes and failures are highlighted to inform decision-making when pursuing co-teaching practices, and strengths and weaknesses are identified and discussed. As such, this book is not only useful to science teachers, but also to special education teachers, school administrators, curriculum developers, parents, students and other service providers such as speech pathologists, school psychologist, etc.
The book has an introduction and eleven chapters. In the introduction the metaphor of a game plan for the year is proposed, after which the chapters follow as the challenge of team tea-ching science (Chapter 1); historical perspective on the role of science in the curriculum (Chapter 2); inquiry-based approaches (Chapter 3); the basics of the models of co-teaching (Chapter 4); and team teaching science in elementary school, middle school, and high school classrooms (Chapters 5-7). Chapter 8 is dedicated to a game plan for a school year in inclusive science classrooms, while chapter 9 emphasizes Individualized Education Program (IEP) accommodations and modifications for students with disabilities in honors, gifted and talented, international baccalaureate (IB), and advanced placement (AP) classes. Chapter 10 explains the importance of working with others and following the Individuals with Disabilities Education Act (IDEA) and the Family Educational Rights and Privacy Act (FERPA) guidelines. Conclusions are drawn in chapter 11.
The authors describe the characteristic challenges of team teaching in science classes in the first chapter, and help the reader to deduce answers to key questions about the co-teaching approach such as “What does a science teacher need to know about kids with disabilities?” “How knowledgeable should special education teachers be in scientific concepts?” and “Where should you start if you are new at co-teaching?” They illustrate the characteristics that are included in the term co-teaching, and provide multiple views of the goals, resources, and standards required. They also provide a brief description of science content standards and the goals to be addressed, and examine Free Appropriate Public Education (FAPE), Least Restrictive Environment (LRE), Universal Design for Learning (UDL), and the Family Educational Rights and Privacy Act (FERPA) in special education in table form.
Chapter 2 emphasises the history of science teaching in American K-12 public schools since the 1900s, i.e. provide a history of the role of science in the curriculum, the development of science standards, the impact of the science standards, and the impact of high-stakes testing (if you ever wondered why high-stakes testing as a way of assessing accountability is heavily emphasized in public schools, you can find an answer in this chapter). They examine the rationa-le that guided science standards after the successful launch of Sputnik, the effects of science standards on inquiry based learning, and test-taking skills that team teachers should promote.
In chapters 3-4 the authors address science teaching approaches and the basics of team teaching. They build a case for inquiry-based teaching and learning, discuss models of co-teaching, and present six models of co-teaching, viz. one teach-one observe, one teach-one assist, station tea-ching, parallel teaching, alternative teaching, and team teaching. They note the dynamic relationship that needs to be established for effective communication when team teaching and the fact that students in special education appreciated the extra attention they received from co-teachers (Hang, & Rabren, 2011). Chapter 3, which covers designing content lesson plans, assessment and grading, is a ‘must read’ for co-teachers and school administrators.
Chapter 4 addresses safety, teacher preparation, demonstration, experiment and instruction issues and provides an exemplar table of teacher responsibilities. Chapters 5-7 synthesize and discuss issues of science content, cognitive and physical differences between students, and team teaching in elementary, middle school, and high school classrooms. The authors highlight different teaching approaches for students at different grade levels – noting that
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