Collaborating with another teacher or a paraprofessional to co-teach   helps to meet the unique needs of all students in an integrated   setting. Learning how to develop positive relationships, share   responsibilities, plan, and implement instructional delivery together   can be challenging, but has a multitude of benefits. How teachers make   decisions about behavior management, classroom routines, and delivery   of instruction can directly affect the learning of the students as   well as the overall classroom climate.

Imagine you have a fifth grade student, Joel, in an inclusive class.   Joel is 11-years-old and has autism, and he is struggling with working   in groups, getting along with other students, and interacting at   age-appropriate levels within groups. Group work is used regularly for   assignments. You find that Joel has meltdowns during every group work   session. Sometimes he even has these meltdowns before students are put   in groups, as he anticipates the overstimulation before it even   occurs. Other students have expressed concerns and have asked to not   be in his group. When meltdowns occur, they affect the entire   classroom for several minutes. The outbursts range from mild to   moderate, from tantrums to crying or shutting down.

Create a plan, in a 500-750 word narrative, to share with the   co-teacher. Explain the following in your plan:



Ethical and Legal Concerns:

Support your findings with a minimum of two scholarly resources.

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