Making Teaching Inclusive

Implementing integrated co-teaching (ICT) practices

Why is it important to implement integrative co-teaching practices into general education classrooms?

1. Case By Case: An Exploration of Upper Elementary Co-Teaching Experiences in General Education Learning Spaces

2. "You Want Me to Do What?" The Benefits of Co-Teaching in the Middle Level

3. Four Key Ideas about Coteaching in High School Classrooms

4. Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

During the 3-year journey to implement ICT classrooms (integrated co-teaching ), each district worked with outside consultants and internal teachers to improve instruction and provide more flexibility for students of all abilities. Since each district was in a different place in their ICT journey, consultants worked independently at each district and assessed need using walkthroughs and surveys. Teachers also worked in small groups and were coached on their own practice. At times, presentations were conducted by both the co-teaching and instructional technology consultant. In addition, classroom visits were conducted to gauge implementation of some classrooms already embedded in co-teaching. Year 2 focused on strengthening teachers' understanding of specific co-teaching models and on developing differentiated activities using technology. Year 3 expanded those presentations across all three districts and included more individual and small-group coaching in the districts.