Collaborating with another teacher or a paraprofessional to co-teach helps to meet the unique needs of all students in an integrated setting. Learning how to develop positive relationships, share responsibilities, plan, and implement instructional delivery together can be challenging, but has a multitude of benefits. How teachers make decisions about behavior management, classroom routines, and delivery of instruction can directly affect the learning of the students as well as the overall classroom climate.
Imagine you have a fifth grade student, Joel, in an inclusive class. Joel is 11-years-old and has autism, and he is struggling with working in groups, getting along with other students, and interacting at age-appropriate levels within groups. Group work is used regularly for assignments. You find that Joel has meltdowns during every group work session. Sometimes he even has these meltdowns before students are put in groups, as he anticipates the overstimulation before it even occurs. Other students have expressed concerns and have asked to not be in his group. When meltdowns occur, they affect the entire classroom for several minutes. The outbursts range from mild to moderate, from tantrums to crying or shutting down.
Create a plan, in a 500-750 word narrative, to share with the co-teacher. Explain the following in your plan:
Ethical and Legal Concerns:
Support your findings with a minimum of two scholarly resources.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.