Collaborative Teaching Aufaa, Khairina, Adawiyah 7 Mac 2024 TSLB3132 Inclusive Education Tutorial 6 Topic 5 between Special Education Teachers and Mainstream Teachers in Inclusive Education Program
1.explain what is collaborative teaching (current source) explain the importance of collaborative teaching to the belief that it will improve the quality of teaching and learning in an inclusive education 2. 3.give an example of collaborative teaching and learning in an inclusive education 4.explain the pros and cons of collaborative teaching describe the school administrators roles and responsibilities to promote coteaching in Inclusive classrooms. 5. Question “ personality is cited by Shin, Lee, and McKenna (2016) as a significant barrier to co-teaching in inclusive education. In order to properly implement inclusive education, mainstream teachers must successfully collaborate and fulfill their obligations.”
What is Collaborative Teaching? Collaborative teaching is a method of teaching and learning collaboration where both mainstream and special education teachers mutually needed each other in their effort to help students with learning difficulties and agree to achieve the same goals (Jones et al., 2008 as cited in Razalli, Hashim, Mamat, & Ariffin, 2020) For the success of inclusive education, collaboration necessitates the exchange of ideas between mainstream and special education teachers, each bringing their unique strengths and weaknesses to the table (Razalli, Hashim, Mamat, & Ariffin, 2020).
Understanding Diverse Learner Needs Teachers must consistently engage in ongoing learning to understand the unique requirements of their students, encompassing individuals with disabilities, language obstacles, or cultural variances. It encourage teachers to enact continually and adapt new practices to context. (Bhroin and King, 2020) THE IMPORTANCE OF COLLABORATIVE TEACHING IN AN INCLUSIVE EDUCATION
Provide Opportunities Collaborative teaching provides opportunities for professional growth and learning for both general education and special education teachers. They can learn from each other's expertise, share teaching strategies, and explore new approaches to support students with diverse needs. According to Bhroin and King, (2020), teachers that participate in collaborative professional learning report higher levels of enthusiasm and morale (Johnson, 2003; Wigglesworth, 211). THE IMPORTANCE OF COLLABORATIVE TEACHING IN AN INCLUSIVE EDUCATION
EXAMPLE OF COLLABORATIVE T&L Co-Teaching Collaborative teaching can take many forms, such as co-teaching, team teaching, or collaborative planning (Marzocchi et al., 2021 as cited in Paires & Mandal, 2023). In co-teaching, two teachers share responsibility for the same class or group of students and work together to plan and deliver instruction (Hermoza, 2022). Team Teaching In team teaching, two or more teachers work together to teach different subjects or aspects of a subject. Collaborative Planning Collaborative planning involves teachers working together to plan a lesson or series of lessons, with each teacher contributing their expertise in a particular area (Ogegbo et al., 2019)
While the special education teacher provides additional support to students with disabilities. This support could include breaking down complex concepts into simpler language, providing visual aids, or offering alternative assignments for students who may struggle with traditional assessments. Co-teaching a lesson on poetry analysis. In an English classroom, collaborative teaching and learning could involve a scenario where a mainstream English teacher and a special education teacher co-teach a unit on poetry analysis. Teachers could develop a lesson plan that integrates various teaching strategies to cater to the diverse needs of all students in the class. During a poetry analysis lesson, the mainstream teacher might lead a discussion on the themes and literary devices used in a poem.
In an English classroom, collaborative teaching and learning could involve a scenario where a mainstream English teacher and a special education teacher co-teach a unit on poetry analysis. Throughout the lesson, both teachers collaborate to ensure that all students are engaged and understanding the material. They may also facilitate peer discussions and group activities to promote collaboration among students. By working together, the teachers can create an inclusive learning environment where every student has the opportunity to participate and succeed in English class. As noted by Paires and Mandal (2023), collaborative teaching between special education and mainstream teachers in inclusive education programs enhances the overall effectiveness of instruction and promotes the academic success of all learners. Co-teaching a lesson on poetry analysis.
PROS AND CONS OF COLLABORATIVE TEACHING PROS CONS Shared Responsibility: Responsibilities are distributed between general education and special education teachers, lessening the workload for each individual teacher. Differentiated Instruction: It is simpler to give varied instruction and support to kids with different learning needs when there are two teachers in the classroom. Personality Clashes: Incompatible personalities, differing teaching approaches, or breakdowns in communication between the two teachers can undermine the effectiveness of their collaboration. Time Demands: Co-planning and coordinating instruction requires a significant investment of time from both teachers, adding to their already busy schedules.
Acceptance SCHOOL ADMINISTRATORS ROLES AND RESPONSIBILITIES The preparedness and expertise of educators and administrators in working with children who have special needs during the teaching and learning process is intimately linked to their acceptance of inclusive education (Ensimau et al.). Encouraging the educators School administrators should encourage educators to adapt to the teaching and learning methodologies. According to Ahmad (2003), there is still a dearth of diversity in the special education field's competence in Malaysia, particularly when it comes to adaptation. Collaborate with NGOs Psychologists, speechlanguage pathologists, counsellors, and other cooperative and collaborative professionals are a part of the school system in the United States (Low, 1990).
Referencens Ab. Latiff, M. A., Wan Mohamed, W. A., & Asran, M. A. (2015). Inclusive Education In Malaysia: Evolution in Policy and Challenges. Proceedings of the International Conference on Special Education, 1, 735–744. https://doi.org/https://zenodo.org/record/6898656 Bhroin, O. & King, F. (2020) Teacher education for inclusive education: a framework for developing collaboration for the inclusion of students with support plans, European Journal of Teacher Education, 43:1, 38-63, DOI: 10.1080/02619768.2019.1691993 Ensimau, N. K., Hamzah, M. I., & Yassin, M. H. (2022). Zero reject policy: A new pathway of inclusive education in Malaysia. Proceedings of the 3rd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2021), 3–14. https://doi.org/10.2991/978-2-494069-33-6_2 Razalli, A. R., Hashim, A. T., Mamat, N., & Ariffin, A. (2020). Collaborative Teaching between Special Education Teachers and Mainstream Teachers in Inclusive Education Program. *International Journal of Academic Research in Business and Social Sciences*, *10*(8), 1055-1065. Roberts, C. A. (2020). The Role of Peer Note‐Taking in Supporting Students Who are Deaf or Hard of Hearing in Postsecondary Education: A Review of the Literature. Deafness & Education International, 22(3), 129-145. https://doi.org/10.1080/14643154.2020.1720642 Paires, A., & Mandal, B. (2023). Collaborative Teaching Between Special Education Teachers and Mainstream Teachers in Inclusive Education. *World Journal on Education and Humanities Research, 3*(2), 22-36.
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