1. List what you learned about each of the characters in the case.

What do you think

is motivating the thoughts and actions of each of the characters?

Jim is a sophomore in high school who has some learning disabilities. He

especially struggles with spelling and it is not something that is going to improve.

He is a motivated learner but is starting to skip school due to the embarrassment

of having zeros posted weekly. He is willing to try all ideas Mary suggests but

they are not working.

Mary King is the Sped teacher who is a veteran teacher and familiar with co-

teaching as she has taught the format for years. Motivating her thoughts and

actions is her desire to get along with her new co-teacher. She lets her take the

lead and doesn’t speak up too much. Finally, she has to speak up due to Jim

failing and breaking down.

Helen is a veteran general education English teacher who is new to the school and

has never co-taught. She is aware that she assigns a lot of work and is rigid but

feels students are grateful later on. She feels spelling is a life skill and will not

budge on providing modifications or accommodations for Jim. She feels Mary

the Sped teacher is there to only help those like Jim who struggle, yet she won’t

allow Mary to help Jim where he needs it most. She is driven by fear of the state

tests.

Mrs. O’Hara, Jim’s mom is fed up. She is a strong advocate for Jim and SPED.

She is watching her son shut down due to the embarrassment.

2. What are the issues and problems in the case? Discuss the common problems and

issues faced in co-teaching. What steps are required to establish successful co-teaching

relationships?

The main issue in this case is communication. The fact that Mary met Helen for the first

time on the first day of school is not ok. They should have had several meetings to plan

and discuss roles, management, responsibilities, meetings with admin and more. Helen

should have probably attended some co-teaching PD over the summer.

In addition to Helen and Mary’s issues, co-teaching can encounter issues with physical

space, grading guidelines, equality, rapport, showing students that the two teachers are

equal partners and enough time to plan together as a team.

In order to establish a successful co-teaching relationship there has to be a lot of

communication and planning ahead of time. Both teachers should assess the current

environment, move slowly like Mary did, involve the principal, get to know each other

professionally and personally, create a workable schedule, discuss strengths, must haves,

rolls, expectations and more. A school that implements co-teaching should have a

template or set of expectations as a jumping off point to start discussion between the two

equally qualified teachers.

3.When is it appropriate to make instructional accommodations? Modifications?

It is appropriate to make accommodations and modifications once it is noticed the student

cannot master the curriculum. Especially when behavior and attendance is not an issue.

Discuss techniques for modifying instructional methods and materials.

Modifications may include shortening the spelling list or workload to focus on key ideas.

Using verbal performance instead of written, implementing technology and the list goes

on.

What instructional accommodations and modifications in spelling did Mary make for

Jim? Were they effective? Why or why not?

Mary tried giving six words to Jim on Monday and the other six on Tuesday, they made

flash cards together as well as teaching him the rules regarding word structure. Mary’s

ideas did not work most likely due to the disability. Even thought she spread out the

words over two days he still had to know how to spell all 12 by Friday. He also had to

deal with the anxiety of knowing he will fail and it will be posted on the board

humiliating him week after week. Why try? I wouldn’t.

4. Discuss the importance and benefits of communication and collaboration that promotes

interaction with students, parents, and school and community personnel.

Communication when collaborating is always important. Everyone’s opinion/concerns

should be considered when planning. Students must be included in the conversation so

they know how to use the accommodations. Teachers and parents need to be on the same

page regarding the changes and what is expected. Students will succeed more when

everyone is working together for their benefit.