TWO HEADS ARE BETTER THAN ONE: EFFECTIVE
CO-TEACHING METHODS FOR READING AND
WRITING IN AN INCLUSIVE CLASSROOM
Tina Musil
We are all familiar with co-pilots and co-authors, but what does a co-teacher in an inclusive classroom
look like? According to Swenson and Clutter (2000), co-teaching is a “collaborative teaching model which pairs
a special educator and a general educator” (para. 1). Both professionals share the classroom while providing
instruction and support to all students, those with and without disabilities. Teaching can be a lonely
profession. “Teachers are isolated every day in classrooms with children, with little opportunity for the
stimulation afforded by advice or criticism from colleagues. Indeed, they have very little adult contact of any
kind during school hours” (Anderson, Hiebert, Scott, & Wilkinson, 1985, p. 105). The co-teaching model allows
both professionals to interact and bring their expertise to the classroom daily, making the old adage true, “two
heads are better than one.”
Swenson and Clutter (2000) describe the knowledge that each teacher brings to the experience. In a
co-teaching, inclusive classroom, the general educators are considered the content and curriculum sequence
specialists. They are aware of the instructional goals and objectives that need to be covered for the specific
class and grade level. The special educators are able to provide learning structures and strategies to assist
students in the learning process. Their expertise in modifications and accommodations offer the general
education teachers support and guidance in servicing all learners in the classroom. When implemented
effectively, the co-teaching approach benefits all involved.
A familiar scene in an inclusive classroom often involves the special educator circulating and assisting
around the classroom while the regular educ