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This website is dedicated to promoting inclusive schooling and exploring positive ways of supporting students with autism and other disabilities. Most of my work involves collaborating with schools to create environments, lessons, and experiences that are inclusive, respectful, and accessible for all learners.

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Tip 3: Co-Teach with Students

Posted on April 04, 2012 in Autism, News

This still is also from the “You’re Going to Love This Kid” movie and is a snapshot of Kendra Larmour, a middle school science teacher, co-teaching with one of her students with disabilities. Kendra regularly collaborates with kids and finds opportunities for impromptu co-teaching moments in her lessons.

Paula Kluth 30 Tips in 30 Days

Have you tried planned or impromptu co-teaching as a strategy for building community and raising the status of individual students in the classroom? If you have not used this technique before, you might start with simple tasks like having students help with a demonstration or read aloud. If you want ideas that are a bit more sophisticated, you could involved students in some role play, in facilitating a familiar game or collaborative structure, or even in creating visual notes during a class discussion.

To make it a lasting part of your classroom, try assigning the job of “co-teacher” to a student every week. This will remind you to use your learners as resources.

Comments

  1. From Audrey Haney on 4 Apr 2012

    Neat idea. One retains 90-95% of what they teach others.

  2. From Ingrid Rikkert on 4 Apr 2012

    Today in the classroom my daughter Emily with DS announced that she had finished creating her Easter hat. The Teacher responded with “everyone who has finished their Easter hat is now going to help other students with their hats”. Emily went from being the student that needs help to being the one that was helping others and she just loved it.

  3. From Erin Sheldon on 4 Apr 2012

    We find its really helpful when the teacher remembers that one child’s assistive technology can be a huge resource for the entire class, and that this makes the child who needs the assistive technology a resource to the entire class. My daughter uses an iPad as assistive technology in the classroom. We’ve found that its an accessible, flexible resource for the entire class and Maggie is now a source of information. Maggie’s task might be, together with a classmate, to find a YouTube video to demonstrate an idea to the entire class, such as a demonstration of machines or a video of honeybees. Her iPad has multiple reference materials so she can look up unfamiliar terms and use her text-to-speech to explain a term to the class. Even her AAC communication apps can be used by the whole class to prompt classroom vocabulary terms or provide multiple choices of a potential answer. This means that time spent preparing materials that help Maggie be included in her classroom are used to make the entire lesson more engaging for the entire class. There are multiple times in the day when the teacher is asked a question and can choose to ask Maggie to investigate rather than simply answer the question herself, and this draws Maggie in and makes the peers who help support her all be seen as valuable contributors.

  4. From michelle schwab on 10 Apr 2012

    Hi. I’d love to keep up on your blog. My 14 yo son has Down syndrome and has been included all through school. New ideas are always helpful.