Push-In Model In Special Education

The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities. A push-in model with co-teacher and pull-out model in a resource classroom. In comparison with other groups, the findings suggested that

Several collaborative models include lead teacher teaches whole class, while co-teacher assist students with instructional support during free class time. This model provides the opportunity for expanded student involvement and connections with teachers. The mixed model consists of students that are divided into groups with all academic levels, then students that are divided into groups based on their present levels of performance in specific subject areas. This model is frequently utilized when students require re-teaching of the lesson plan. Station teaching provides students the opportunity to take part in small-group directions with lead teachers. Finally, lead teachers teach the entire class, while co-teacher works with students in smaller groups that require re-teaching of instructions or utilizing other methods of instruction (Friend, Reising, and Cook, 1993; Sileo, 2011). Often, the role of co-teaching varies according to grade level with possible duties that may include tending to students with behavioral difficulties (Solis, Vaughin, Swanson & McCulley, 2012, p.

The most data that have been collected is that co-teaching is seen as a minor implementation when necessary.
Several findings from this literature suggest that when the lead teacher provides co-teacher with verbal instructions on ways to enhance instructional practices, instructional changes are probably not going to be acknowledged in the classroom. Nonetheless, when the experts facilitate program changes, notable changes will probably happen.
An effective approach to change will be that school psychologists might need to consider their role regarding special education teachers in providing the most effective method to continuously customize curriculum by encouraging these educational module changes, deciding their implementation in classrooms, and checking their effectiveness on students ' and social-emotional growth (Solis, et al., 2012, p. 507).
For example, this sort of curriculum change is known as the whole-class, small group method, such as peer-matching, small grouping, and supportive groups, is utilized as a way to achieve academic and behavioral objectives. Students recognized these alternative groups as positive model that enhances results for students (Elbaum, Vaughn, Hughes, and Moody,