List of Tables and Figures
Letter to the Reader
New to This Edition
Acknowledgments
About the Authors
Part I. Introduction to Co-Teaching
1. What Is Co-Teaching?
2. Why Co-Teach? What History, Law, and Research Say
3. The Day-to-Day Workings of Co-Teaching Teams
Part II. The Four Approaches to Co-Teaching
4. The Supportive Co-Teaching Approach
5. The Parallel Co-Teaching Approach
6. The Complementary Co-Teaching Approach
7. The Team-Teaching Co-Teaching Approach
Part II Summary
Part III. Changing Roles and Responsibilities
8. The Role of Paraprofessionals in Co-Teaching
9. The Role of Students as Co-Teachers
Part IV. Administrative Support and Professional Development
10. Training and Logistical Administrative Support for
Co-Teaching
11. Co-Teaching in Teacher Preparation Clinical Practice
12. Meshing Planning With Co-Teaching
13. From Surviving to Thriving: Tips for Getting Along With Your
Co-Teachers
14. Developing a Shared Voice Through Co-Teaching
Resource A: Checklist of Sample Supplemental Supports, Aids, and
Services
Resource B: Co-Teaching Daily Lesson Plan Format
Resource C: High School Supportive Co-Teaching Lesson Plan
Resource D: Elementary Parallel Co-Teaching Lesson Plan
Resource E: Middle-Level Complementary Co-Teaching Lesson Plan
Resource F: Elementary Team Teaching Co-Teaching Lesson Plan
Resource G: Co-Teaching Lesson Featuring the Paraprofessional
Role
Resource H: Co-Teaching Lesson Featuring Students as
Co-Teachers
Resource I: Levels of Student Support
Resource J: Administrator Actions to Promote Co-Teaching
Resource K: Action Plan Template
Resource L: Co-Teaching Planning Meeting Agenda Format
Resource M: Self-Assessment: Are We Really Co-Teachers?
Resource N: Checklist of Skills for the Stages of Co-Teacher
Development
Resource O: Instructional Observation Form
Resource P: Instructional Postconference Form
Resource Q: Co-Teaching Tracking Form
Resource R: Co-Teaching Differentiation Lesson Planning Matrix
Glossary
References
Photo Credits
Index
Learn more about Richard Villa′s PD offerings
Richard A. Villa is president of Bayridge Consortium, Inc. His
primary field of expertise is the development of administrative and
instructional support systems for educating all students within
general education settings. Villa is recognized as an educational
leader who inspires and works collaboratively with others to
implement current and emerging exemplary educational practices. His
work has resulted in the inclusion of children with intensive
cognitive, physical, and emotional challenges as full members of
the general education community in the school districts where he
has worked and consulted. Villa has been a classroom teacher,
special education administrator, pupil personnel services director,
and director of instructional services and has authored 4 books and
over 70 articles and chapters. Known for his enthusiastic, humorous
style, Villa has presented at international, national, and state
educational conferences and has provided technical assistance to
departments of education in the United States, Canada, Vietnam, and
Honduras and to university personnel, public school systems, and
parent and advocacy organizations. Jacqueline S. Thousand, Ph.D.,
is Professor Emerita at California State University San Marcos,
where she designed and coordinated special education professional
preparation and Master’s degree programs in the College of
Education, Health, and Human Services. She previously taught at the
University of Vermont, where she directed Inclusion Facilitator and
Early Childhood Special Education graduate and postgraduate
programs and coordinated federal grants, which, in the early 1980s,
pioneered the inclusion of students with moderate and severe
disabilities in general education classrooms of their local
schools. Prior to university teacher, Dr. Thousand served as a
special educator in Chicago area and Atlanta public schools and as
the coordinator of early childhood special education services for
children ages 3 through 6 in the Burlington, Vermont area. Dr.
Thousand is a nationally known teacher, author, systems change
consultant, and disability rights and inclusive education advocate.
She is the author of 21 books and numerous research articles and
chapters on issues related to inclusive education, organizational
change strategies, differentiated instruction and universal design,
co-teaching and collaborative teaming, cooperative group learning,
creative problem solving, positive behavioral supports, and, now,
culturally proficiency special education. Dr. Thousand is actively
involved in international teacher education and inclusive education
endeavors and serves on the editorial boards of several national
and international journals.
Ann I. Nevin is professor emerita at Arizona State University and
visiting professor at Florida International University. The author
of books, research articles, and numerous chapters, Nevin is
recognized for her scholarship and dedication to providing
meaningful, practice-oriented, research-based strategies for
teachers to integrate students with special learning needs. Since
the 1970s, she has co-developed various innovative teacher
education programs that affect an array of personnel, including the
Vermont Consulting Teacher Program, Collaborative Consultation
Project Re-Tool sponsored by the Council for Exceptional Children,
the Arizona State University program for special educators to
infuse self-determination skills throughout the curriculum, and the
Urban SEALS (Special Education Academic Leaders) doctoral program
at Florida International University. Her advocacy, research, and
teaching spans more than 38 years of working with a diverse array
of people to help students with disabilities succeed in normalized
school environments. Nevin is known for action-oriented
presentations, workshops, and classes that are designed to meet the
individual needs of participants by encouraging introspection and
personal discovery for optimal learning.
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