The idea that we have “average” learners is a harmful myth, says special educator Elizabeth Stein. Researchers find lots of variability among learners in any sizable public school classroom – it’s not just the special ed kids that are “different.”
Category: Two Teachers in the Room
Current policies & practices supported by education reformers do not assure that students with disabilities can achieve Common Core standards, says special educator Elizabeth Stein. Inclusion students and teachers are trapped in a tangled web.
Goal setting, not resolution-making, can help develop “a co-teaching state of mind” that leads to stronger classroom partnerships, says special educator Elizabeth Stein. Make the most of collaboration, Stein urges, and keep the egos at bay.
Although professional development, administrative support & common planning time are all very important and necessary, writes Elizabeth Stein, what matters most in achieving effective inclusion is how the two teachers in the room are approaching the experience.
Johnny Cataffo, our first guest blogger at Two Teachers in the Room, has filled both the special and general educator role in the co-teaching partnership.
Special educator Elizabeth Stein has championed higher Common Core standards for her inclusion students but is beginning to question the relentless pace.
Co-teachers need to become connected educators, says Elizabeth Stein, and also apply the spirit of connectedness to collaborations in their own schools.
Elizabeth Stein details her work with a colleague in an English Language Arts classroom as they search for co-teaching models to best support the Common Core.
Master the Common Core curriculum, co-teach four subjects & keep up with IEPs? It’s a reality check, but Elizabeth Stein is ready for the challenge.
In inclusion classrooms, connections with parents should grow out of policies and decisions co-teachers make together, says special educator Elizabeth Stein.