I am a new teacher in the district, the co-teaching model was introduced to the school last year, but it is not being followed. I was told that they do not co teach. I have tried to co plan, but these teachers already have lessons they have been teaching for years, so there is no need to plan with me. I have tried to introduce graphic organizers for note taking and other strategies, but would like to offer it to all the students so my students don't feel singled out. I am told anything I have to offer is not needed. I have been under minded in front of the class, and when I try to clarify a difficult topic, the teacher seems to get mad. I know that I am not wanted in the classroom, but don't know what to do. The other teacher I am with, just dismisses me. I am with 3 different teachers, the third teacher is in her second year, she is wonderful. When lecturing, she looks to me for prompts and allows me to do my job. I just don't know what to do with the other 2 teachers.

Wow… I am sooo glad to learn that there are other inclusion teachers out there that are going through the same thing that I am. I gave up having my own resouce classroom thinking that i could actually make a difference for not only my sped kiddos but also those kids who fall between the cracks.

Inclusion only works if the teachers work together as a team, and not just on days when the AP or principal walk into the room. My teachers don't let me in on the planning, just what the "topic" of the days are going to be and then says… pick a day you want to teach that week. One day.!!! ANd then when i want to share how I am going to teach…. they don't care, they have other things to be doing.

This is what I have been doing to help me keep my sanity and feel to help me feel as if I really am a teacher in this system, and not part of an audience… or note-taker.

1. In the classroom, I play second fiddle. I let the teacher do her thing and i grade papers and moniter students during guided practice and independent practice. However, I also leave little notes in student agendas about coming to see me during their study hall for extra assistance, or in my school we every teacher has to do mandatory tutoring, so I call parents and let them know when i am available for tutoring and invite their child to come to my office. (or my desk in the library)

2. The other two teachers are going to be difficult. This co-teaching is so much like a marriage there has to be give and take. So you have to play nice, suck up to them, and say things like, wow, that was a great lesson. Would you mind if i give my notes to ____ i noticed they had a hard time with _____(pick a concept)? " Have you seen the research that shows an increase in student )participation, test scores, whatever) when they use (pick a technique).

Teachers in my district love it when you can toss out research based strategies.

3. I learn a lot about my students as individuals by talking to them between classes, and when i have those duty days. (I demonstrate to them that I care about them and work on that relationship)

This is what i heard from my partner teachers:

1. I think you should co-teach,but there is no reason for both of us to do the lessons. That's just a waste of time for both of us.

2. We don't work in groups, we do the "stand and deliver" model.

3. I want the students to know that "I" am their teacher. (hello.. does the word co-techer mean anything to you????)

4. (this is the one that makes me and every other sped teacher go crazy.) I don't believe in making accomodations or modifications, we are doing them a diservice if we shorten their work and make excuses for them!!!!

This is a relatively new concept that they don't teach in college, graduate level classes.. WE must remember we are in it to help our students do their best, and we can't let our frustration show. Reach out to the students on an individual level during those guide practice and independent times. Show them things individually, that won't interfere with their grading. If you can demonstrate growth in a "sped" student, you will win over that teacher, it just takes time, and this first year might just be about learning about your co-teachers and the strategies they use.(and learning their personalities and developing ways to help them "see" that you are more than a very well paid aid).

Good luck and remember you are in it for the success of the kids! Hang in there, and know that you are not alone.

You don't know how good it makes me (and probably many people who are reading here but not posting) feel to know there are teachers like you.

Thank you!

"4. (this is the one that makes me and every other sped teacher go crazy.) I don't believe in making accomodations or modifications, we are doing them a diservice if we shorten their work and make excuses for them!!!!"

You might want to point out to them that if a child has a 504 or IEP and they don't teach using the accoms and mods, they are breaking the law. Parents are much more aware these days of what the law is and what they can do to ensure their kids are getting FAPE. It doesn't matter what the teacher may or may not believe personally. The kids getting these "perks" need them to receive an education that will keep them off the Welfare rolls. Accoms and mods enable Charles Schwab to run his financial empire and Peter Wright to win in the US Supreme court. They still have to work very hard but in the adult world, people get to make choices that enable them to succeed. In school, the kids don't get to make their own choices so its up to the teachers and staff to look for what will allow them to succeed and encourage them to want to better their lives.

It also may help to point out that no matter what they believe, accoms and mods are to level the playing field for kids rather than as something to shorten their work or make life easier for them. Most of those kids are still going to work harder to accomplish as much as a child without a disability even if they are actually more intelligent than the "normal" kid.

This probably isn't a realistic solution for most people but I had the same problem for five years and I finally decided that if I can't beat them, I'll join them. I switched to be a general ed teacher in the hopes that I can have my classroom be a model for the rest of the school and I can show the faculty how successful a good inclusion program can be. It's really working out well because I have a lot of parents behind me and they are coming to the school and telling people how much they like it and telling other parents to demand the same for their kids. I not only have the sped teacher coming in, but also our SLP and our gifted ed teacher for parts of the day.

I also want to thank you for your efforts and thank all of the other answerers for their thought-provoking posts. Good luck.

That really stinks. I am a first grade regular ed. teacher who co-teaches in an inclusive classroom and it is great. The first year was hard because of all the planning, figuring out who will do what and everything but it is great this year. Old teachers are not as fun unfortunately, they have had too many changes and stopped changing years ago. Can you ask them what they would like it to look like? Can your principal help? Can you ask if you can teach a whole lesson? Maybe once they see that it really is easy they will be more willing. Good luck.