This document outlines an assignment to examine co-teaching models between general and special education teachers and paraeducators. Students are asked to define six co-teaching models, discuss their advantages and instructional strategies. They also create an action plan for collaboration between a teacher and paraeducator in an inclusive 7th grade classroom serving students with learning and emotional disabilities. The plan includes establishing rules, roles, and regular collaboration meetings to support student learning and well-being.

1. There are many benefits to having additional support in the
classroom. In addition to providing access to the general
education curriculum and setting, co-teaching models within an
inclusive classroom can offer specialized instruction for
individuals with disabilities and allow these students more
collaborative time with their peers. General and special
education teachers can also expand their own knowledge and
teaching capacity when applying co-teaching instruction and
strategies in an inclusive setting.
In this assignment, you will examine the six co-teaching
models, and how these collaborative models can provide a better
learning environment for all students, especially students with
disabilities.
Part 1: Co-Teaching Models
Complete the “Co-Teaching Models and Paraeducator Action
Plan Template" that addresses the following:
· Co-Teaching Models: Define the six co-teaching models with
a visual representation for each model (an appropriate link to
the visual is acceptable).
· Advantages and Disadvantages: Discuss the advantages and
disadvantages of each model.
· Instructional Strategies: Describe research-based instructional
strategies unique to each model. Discuss how each supports
individuals with disabilities.
· Positive Effects: Address the positive effects of each co-
teaching model on teachers and students.
· Responsibility and Accountability: Explain how the shared
responsibilities and accountabilities are executed when the co-
teaching is between a general and special educator, and when
the co-teaching includes collaborating with a paraeducator.
Support your findings with a minimum of two scholarly
resources.
Part 2: Paraeducator Action Plan
There are many benefits to having a paraeducator, not only in

2. your classroom, but on campus as well. They can provide
services to teachers, students, parents, and the community.
Through training, collaboration, and mentoring, a paraeducator
can assist in providing quality education alongside special and
general educators. In addition, paraeducators can help with
classroom instruction, provide additional support for
exceptional students, and collaborate with other school
personnel to help meet individual student needs.
This part of the assignment will allow you to practice your
ability to foster collaboration between the classroom teacher
and an assisting paraeducator to create a safe, inclusive,
positive learning environment that engages and promotes the
well-being of individuals with exceptionalities.
Read the classroom scenario below, and complete Part 2 of the
“Co-Teaching Models and Paraeducator Action Plan" template.
Scenario:
Ms. Jeter is a general education teacher in an inclusive seventh-
grade classroom that will have 30 students including four
students with learning disabilities (LD) and two students with
emotional disabilities (ED). She was just informed that a
paraeducator would assist her in the classroom for the new
school year. She has spoken to the paraeducator and it appears
that the two will work very well together in terms of compatible
personalities and philosophies regarding students with
disabilities. However, Ms. Jeter has never worked with a
paraeducator before. Further, the paraeducator has never had
this job before, but has worked as a Sunday school teacher and
loves children.
Based on the scenario, use the “Co-Teaching Models and
Paraeducator Action Plan” to create a 500-750 word action plan
for a successful co-teaching environment.
The action plan should address the following:
1. Teaching Philosophy and Vision of the Classroom Setting:
Describe a philosophy and vision that incorporates the
teacher/paraeducator relationship.
2. Rules and Expectations: Describe 3-5 rules and expectations

3. for the teacher and the paraeducator specific to student learning
and behavior in the classroom.
3. Collaboration Model Outline: Selected from Part 1 of this
assignment, outline a collaboration model for the paraeducator
that promotes the well-being of individuals with disabilities.
Include possible challenges and advantages to utilizing the
selected collaboration model.
4. Roles and Responsibilities: Identify roles and responsibilities
of the teacher and the paraeducator, including the discussion of
confidentiality.
5. Collaboration Time: Detail a plan for the teacher and
paraeducator to meet regularly to prepare for units/lessons,
reflect on teaching, review student achievement/goals, and
provide feedback and mentoring to the paraeducator.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion.
Co-Teaching Models and Paraeducator Action Plan Template
Part 1: Co-Teaching Models
Co-Teaching Model:
Definition and Visual of Model
Advantages and Disadvantages

4. Instructional Strategies
Positive Effects
Responsibility and Accountability
1. One Teaching, One Observing
2. One Teaching, One Assisting
3. Station Teaching
4. Parallel Teaching
5. Alternative Teaching
6. Team Teaching

5. Part 2: Paraeducator Action Plan
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