Glossary

The following definitions were developed as they relate to the service delivery model of co-teaching:

Collaboration is developmental, beginning with the belief by each participant that what is done together can be better than what anyone can do alone and includes the growth of trust and respect and a sense of community (Friend, 2011, pg. 10). Most collaboration among teachers is not co-teaching.
 * Collaboration** - A style for direct interaction between at least two co-equal parties voluntarily engaged in shared decision making as they work toward a common goal (Friend & Cook, 2007, pg. 7).

It is a style of direct interaction that is based on mutual goals, parity and shared responsibility for key decisions (Friend & Cook, 2007).


 * Co-Teaching -** is a service delivery option for students with disabilities. Friend and Cook indicate that co-teaching is educational services provided to a group of students, primarily in a single classroom or workspace, for specific content (objectives), with mutual ownership, pooled resources, and joint accountability. In a co-teaching situation, the level of participation by teacher may vary.

“A service delivery option for providing special education or related services to students with disabilities or other special needs students while they remain in their general education classes. Co-teaching occurs when two or more professionals jointly deliver substantive instruction to a diverse, blended group of students in a single physical space.” (Friend & Cook, 2010)

Co-Teaching can be defined as "an educational arrangement involving two licensed professionals delivering substantial instruction to students with and without disabilities in a single physical space", (Cook&Friend, 1995; McDuffie, Oshita, &Cook, 2010).

> @http://education.stateuniversity.com/pages/2493/Team-Teaching.html Finding (or cultivating) a good fit in personality, expertise, and pedagogical philosophy is important to functioning as an effective instructional pair; strong mismatches in these areas can pose serious obstacles. The following questions may be useful as you consider team teaching with a colleague: In team teaching, both teachers are delivering the same instruction at the same time. Some teachers refer to this as having “one brain in two bodies.” Others call it “tag team teaching.” Most co-teachers consider this approach the most complex but satisfying way to co-teach, but the approach that is most dependent on teachers’ styles. @http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf
 * Co-Teaching approaches defined -**
 * Team Teaching - Team teaching involves a group of instructors working purposefully, regularly, and cooperatively to help a group of students of any age learn. Teachers together set goals for a course, design a syllabus, prepare individual lesson plans, teach students, and evaluate the results. They share insights, argue with one another, and perhaps even challenge students to decide which approach is better.
 * Do we share a mutual respect for one another?
 * Are we free to disagree respectfully without putting our careers in jeopardy?
 * Are our areas of expertise more likely to complement each other or compete for dominance in the course?
 * Are we both willing to compromise on issues around which we are used to having a high degree of autonomy (eg. grading standards, course content, classroom management)? @http://cft.vanderbilt.edu/teaching-guides/teaching-activities/team-teaching/

> @http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf
 * Station Teaching - In this co-teaching approach, teachers divide content and students. Each teacher then teachers the content to one group and subsequently repeats the instruction for the other group. If appropriate, a third "station" could require that students work independently.

> @http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf
 * Alternative Teaching - In most class groups, occasions arise in which several students need specialized attention. In alternative teaching, one teacher takes responsibility for the large group while the other works with a smaller group.

> @http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf
 * Parallel Teaching - On occasion, student learning would be greatly facilitated if they just had more supervision by the teacher or moreopportunity to respond. In parallel teaching, the teachers are both teaching the same information, but they divide the class group and do so simultaneously.

> @http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf
 * One Teach, One Assist (Support) - In a second approach to co-teaching, one person would keep primary responsibility for teaching while the other professional circulated through the room providing unobtrusive assistance to students as needed.

> @http://www.ped.state.nm.us/seo/library/qrtrly.0404.coteaching.lcook.pdf >
 * One Teach, One Observe - One of the advantages in co-teaching is that more detailed observation of students engaged in the learning process can occur. With this approach, for example, co-teachers can decide in advance what types of specific observational information to gather during instruction and can agree on a system for gathering the data. Afterward, the teachers should analyze the information together.

__**PLEASE include the Citation for the following definitions (LRE, Accommodation, Modification):**__

 * Least restrictive environment**: A child with a disability should be served in the regular classroom with as much interaction with his/her non-handicapped classmates as possible. A child with a disability may only be removed from the regular classroom when the nature or severity of the disability is such that the education in regular classes cannot be achieved satisfactorily, even with the use of supplementary aids and services. However, for specific areas of intensive training, it is appropriate to remove a child from the regular classroom. For example, a child with a reading disability may appropriately be educated in most academic areas in the regular classroom with assistance in note taking and test taking, but it may be necessary to remove the child from the classroom to work in a small group or one-on-one specifically in the area of reading. The child's placement and the services he or she will receive depend on the child's individual needs, not on administrative convenience.

An //**accommodation**// is a change to the way a student is expected to learn or how he/she is tested that helps a student overcome or work around the disability. Allowing a student who has trouble writing to give his answers orally is an example of an accommodation. This student is still expected to know the same material and answer the same questions as fully as the other students, but he doesn’t have to write his answers to show that he knows the information.

A **//modification//** means //a// change in what a student is expected to learn/ what is being taught or expected from the student. Making an assignment easier so the student is not doing the same level of work as other students is an example of a modification.

Service delivery in a general education classroom might include related services provided with small groups of students in the room, academic modifications and behavioral goals by the special education teacher, and implementation of the goals and strategies by a paraprofessional. Some children benefit more from small classroom settings and more intensive special education service. The IEP team must always justify why such a setting is the "least restrictive environment" for a particular child. Service Delivery decisions should be discussed at the annual IEP meeting, and more often if needed. Gail Harris-Schmidt, Ph.D., CCC-SLPSaint Xavier UniversityChicago, Illinois Helpful article: @http://findarticles.com/p/articles/mi_hb3325/is_2_5/ai_n28848603/ Students' Perceptions of Special Education Service Delivery Models by Marie Tejero Hughes, Linda Saumell, Jane Sinagub
 * Service Delivery: (DRAFT in process from meeting 12/9)**