5. THE CO-TEACHING DYNAMIC TEACHER KNOWLEDGE TIME / SPACE

6. http://www.specialconnections.ku.edu/cgi-

13. The Components of Co-teaching Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children , 2 (3) 41-47 CURRICULUM GOALS TEACHING PHILOSOPHY BELIEFS ASSESSMENT INSTRUCTION INSTRUCTIONAL PLANNING FAMILIARITY WITH THE CURRICULUM PHYSICAL ENVIRONMENT INTERPERSONAL COMMUNICATION CO-TEACHING COMPONENTS

14. The Stages of the Co-teaching Process Give and take communication / more active role of “special” educator / increased level of trust and social relationship Careful Communication / Boundaries developing / Feelings of Intrusion / Very defined roles *Teachers may get stuck at this level. Open communication / changing roles / use of humour / mutual respect / “flexible equality” Gately, S., Gately, F., Understanding Co-teaching Components, Journal of Teaching Exceptional Children , 2 (3) 41-47 COLLABORATING STAGE COMPROMISE STAGE BEGINNING STAGE

43. S haring H opes, A ttitudes, R esponsibilities, and E xpectations { SHARE } Directions: Take a few minutes to individually complete this worksheet. Be honest in your responses. After completing it individually, share the responses with your co-teaching partner by taking turns reading the responses. Do not use this time to comment on your partner's responses—merely read. After reading through the responses, take a moment or two to jot down any thoughts you have regarding what your partner has said. Then, come back together and begin to share reactions to the responses. Your goal is to (a) Agree, (b) Compromise, or (c) Agree to Disagree.

44. 1. Right now, the main hope I have regarding this co-teaching situation is: _______________. 2. My attitude /philosophy of teaching students with disabilities in a general education classroom is: _______________________.

54. [email_address] or Google me at Mostafa Ewees