SPD 200 Co Teaching Approaches Essay GCU

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.

For this assignment, refer back to the deliverable for the Topic 5 “Differentiating Instruction” assignment. In that assignment, you identified a small group of students that could benefit from specific differentiation/UDL strategies and you selected and justified differentiation strategies for instruction and assessment. In the reflection, you discussed how the lesson plan could be adjusted when co-teaching and collaborating with another teacher.

Using what you have learned about various co-teaching models, think about how each of those models could be applied to the small group of students you identified for the Topic 5 assignment and how use of each co-teaching technique could benefit the students in the group.

In a 500-750 word narrative, discuss the following:

  • Summarize three co-teaching models you could use to deliver the lesson.
  • Explain how the use of each co-teaching model applies elements of effective collaboration to support learning for students with disabilities.
  • Explain how each co-teaching model would be applied by describing what it would look like when being implemented in the classroom.
  • Justify how the use of each co-teaching model could benefit the students that make up the small group.

Support your findings with a minimum of three scholarly resources.

Co-Teaching Interventions


In Joel’s case, I would adopt early intervention measures by trying to understand and being aware of both verbal and non-verbal warning signs of an outburst. This include fidgeting, pacing, tearfulness, talking in a higher pitch and fast rate, grunting, making balled fists and making sounds. I would then remain calm and take care of myself when Joel is having an outburst by staying calm and having control over my reactions (Rohraff, 2014). In addition, I would provide a distraction by changing the subject and having a discussion that I am aware he would be interested in (Rohraff, 2014). For instance, I would ask Joel about his favorite TV show or book, use humor that they can relate and respond. In addition, I would provide choices and give prompts to the student by ensuring that I lower my voice while I speak. Furthermore, I would inform Joel of what I want him to do rather than what I do not want him to do. Besides, I would use short directives and provide him with two choices and give him adequate time for him to comply.

I would collaborate with my co-teacher to intervene and debrief the rest of the students by helping the student s to remain calm after the outburst. Besides, we would teach the students how to act when Joel is having an outburst and advise them to avoid judging him (Rohraff, 2014). I would soothe Joel when having an outburst by being empathetic through listening and acknowledging his struggle judging him. Besides, I would eliminate punishments to prevent him from experiencing anxiety, shame, fear, and resentment (Rohraff, 2014). To avoid episodes of outburst in the future, I will incorporate relaxation time into the class routine to make Joel feel calm and be able to cope when something that can trigger an outburst occurs. I would come up with a classroom behavior plan for all students that would dictate and promote their expected behavior in the classroom environment (Rohraff, 2014). Besides, I would respect Joel’s personal space and train him to recognize and respect other students’ personal space.


I would collaborate with the co-teacher to continue supporting Joel and his peers in the classroom by providing teacher time and assistance in activities such as individual assistance, student monitoring, enrichment activities, and guided practical activities (Keeley, 2017). I would make decisions together with the co-teacher, share teaching and supervision roles, and collaboratively identify students’ needs. For instance, one teacher can take the primary role of teaching while the other assesses individual students, observe specific student behaviors, and circulate through the classroom while offering one-to-one assistance to students.

Furthermore, to support peer interactions for Joel, we would establish peer-initiation training for Joel’s peers to encourage them to organize play, help, and motivate Joel (Tiedemann, 2018). The behaviors would promote the development of language, communication, and essential social skills. We would also introduce peer initiation training that entails training Joel’s peers on techniques necessary to initiate interactions with people having autism such as requesting assistance, offering to share, and gaining Joel’s attention. In addition, I would establish integrated playgroups in the class where we would guide the peers through activities that encourage interaction through play sessions.

Ethical and Legal Concerns

Ethical issues require that confidentiality be upheld when dealing with personal information about a student with autism. When disclosing information about Joel with the class, the teacher should be sensitive and avoid providing information that might emotionally affect him or make him feel embarrassed (Tiedemann, 2018). Information provided should purpose to educate the other students on how to handle and interact with a child that exhibit autism behavior (Tiedemann, 2018). When sharing the information with people from different professions such as healthcare professionals a teacher should obtain consent from the student’s guardians.




Keeley, P. W. (2017). An Analysis of Co-Teaching as an Intervention to Support Special Education Students in the Least Restrictive Environment. ProQuest LLC.

Rohraff, J. (2014). Individualized Education Program complexities for students with Autism.

Tiedemann, R. K. (2018). The Design and Development of a Transitional Classroom for Students with Autism Spectrum Disorder (Doctoral dissertation, Wilmington University (Delaware)).