Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

A good book. Still considering it for a future class.

• List of Tables and FiguresLetter to the ReaderNew to This EditionAcknowledgmentsAbout the AuthorsPart I. Introduction to Co-Teaching1. What Is Co-Teaching?2. Why Co-Teach? What History, Law, and Research Say3. The Day-to-Day Workings of Co-Teaching TeamsPart II. The Four Approaches to Co-Teaching4. The Supportive Co-Teaching Approach5. The Parallel Co-Teaching Approach6. The Complementary Co-Teaching Approach7. The Team-Teaching Co-Teaching ApproachPart II SummaryPart III. Changing Roles and Responsibilities8. The Role of Paraprofessionals in Co-Teaching9. The Role of Students as Co-TeachersPart IV. Administrative Support and Professional Development10. Training and Logistical Administrative Support for Co-Teaching11. Co-Teaching in Teacher Preparation Clinical Practice12. Meshing Planning With Co-Teaching13. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers14. Developing a Shared Voice Through Co-TeachingResource A: Checklist of Sample Supplemental Supports, Aids, and ServicesResource B: Co-Teaching Daily Lesson Plan FormatResource C: High School Supportive Co-Teaching Lesson PlanResource D: Elementary Parallel Co-Teaching Lesson PlanResource E: Middle-Level Complementary Co-Teaching Lesson PlanResource F: Elementary Team Teaching Co-Teaching Lesson PlanResource G: Co-Teaching Lesson Featuring the Paraprofessional RoleResource H: Co-Teaching Lesson Featuring Students as Co-TeachersResource I: Levels of Student SupportResource J: Administrator Actions to Promote Co-TeachingResource K: Action Plan TemplateResource L: Co-Teaching Planning Meeting Agenda FormatResource M: Self-Assessment: Are We Really Co-Teachers?Resource N: Checklist of Skills for the Stages of Co-Teacher DevelopmentResource O: Instructional Observation FormResource P: Instructional Postconference FormResource Q: Co-Teaching Tracking FormResource R: Co-Teaching Differentiation Lesson Planning MatrixGlossaryReferencesPhoto CreditsIndex

Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

A good book. Still considering it for a future class.

• List of Tables and FiguresLetter to the ReaderNew to This EditionAcknowledgmentsAbout the AuthorsPart I. Introduction to Co-Teaching1. What Is Co-Teaching?2. Why Co-Teach? What History, Law, and Research Say3. The Day-to-Day Workings of Co-Teaching TeamsPart II. The Four Approaches to Co-Teaching4. The Supportive Co-Teaching Approach5. The Parallel Co-Teaching Approach6. The Complementary Co-Teaching Approach7. The Team-Teaching Co-Teaching ApproachPart II SummaryPart III. Changing Roles and Responsibilities8. The Role of Paraprofessionals in Co-Teaching9. The Role of Students as Co-TeachersPart IV. Administrative Support and Professional Development10. Training and Logistical Administrative Support for Co-Teaching11. Co-Teaching in Teacher Preparation Clinical Practice12. Meshing Planning With Co-Teaching13. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers14. Developing a Shared Voice Through Co-TeachingResource A: Checklist of Sample Supplemental Supports, Aids, and ServicesResource B: Co-Teaching Daily Lesson Plan FormatResource C: High School Supportive Co-Teaching Lesson PlanResource D: Elementary Parallel Co-Teaching Lesson PlanResource E: Middle-Level Complementary Co-Teaching Lesson PlanResource F: Elementary Team Teaching Co-Teaching Lesson PlanResource G: Co-Teaching Lesson Featuring the Paraprofessional RoleResource H: Co-Teaching Lesson Featuring Students as Co-TeachersResource I: Levels of Student SupportResource J: Administrator Actions to Promote Co-TeachingResource K: Action Plan TemplateResource L: Co-Teaching Planning Meeting Agenda FormatResource M: Self-Assessment: Are We Really Co-Teachers?Resource N: Checklist of Skills for the Stages of Co-Teacher DevelopmentResource O: Instructional Observation FormResource P: Instructional Postconference FormResource Q: Co-Teaching Tracking FormResource R: Co-Teaching Differentiation Lesson Planning MatrixGlossaryReferencesPhoto CreditsIndex

Richard A. Villa is president of Bayridge Consortium, Inc. His primary field of expertise is the development of administrative and instructional support systems for educating all students within general education settings. Villa is recognized as an educational leader who inspires and works collaboratively with others to implement current and emerging exemplary educational practices. His work has resulted in the inclusion of children with intensive cognitive, physical, and emotional challenges as full members of the general education community in the school districts where he has worked and consulted. Villa has been a classroom teacher, special education administrator, pupil personnel services director, and director of instructional services and has authored 4 books and over 70 articles and chapters. Known for his enthusiastic, humorous style, Villa has presented at international, national, and state educational conferences and has provided technical assistance to departments of education in the United States, Canada, Vietnam, and Honduras and to university personnel, public school systems, and parent and advocacy organizations. Jacqueline S. Thousand, Ph.D., is Professor Emerita at California State University San Marcos, where she designed and coordinated special education professional preparation and Master’s degree programs in the College of Education, Health, and Human Services. She previously taught at the University of Vermont, where she directed Inclusion Facilitator and Early Childhood Special Education graduate and postgraduate programs and coordinated federal grants, which, in the early 1980s, pioneered the inclusion of students with moderate and severe disabilities in general education classrooms of their local schools. Prior to university teacher, Dr. Thousand served as a special educator in Chicago area and Atlanta public schools and as the coordinator of early childhood special education services for children ages 3 through 6 in the Burlington, Vermont area. Dr. Thousand is a nationally known teacher, author, systems change consultant, and disability rights and inclusive education advocate. She is the author of 21 books and numerous research articles and chapters on issues related to inclusive education, organizational change strategies, differentiated instruction and universal design, co-teaching and collaborative teaming, cooperative group learning, creative problem solving, positive behavioral supports, and, now, culturally proficiency special education. Dr. Thousand is actively involved in international teacher education and inclusive education endeavors and serves on the editorial boards of several national and international journals.Ann I. Nevin is professor emerita at Arizona State University and visiting professor at Florida International University. The author of books, research articles, and numerous chapters, Nevin is recognized for her scholarship and dedication to providing meaningful, practice-oriented, research-based strategies for teachers to integrate students with special learning needs. Since the 1970s, she has co-developed various innovative teacher education programs that affect an array of personnel, including the Vermont Consulting Teacher Program, Collaborative Consultation Project Re-Tool sponsored by the Council for Exceptional Children, the Arizona State University program for special educators to infuse self-determination skills throughout the curriculum, and the Urban SEALS (Special Education Academic Leaders) doctoral program at Florida International University. Her advocacy, research, and teaching spans more than 38 years of working with a diverse array of people to help students with disabilities succeed in normalized school environments. Nevin is known for action-oriented presentations, workshops, and classes that are designed to meet the individual needs of participants by encouraging introspection and personal discovery for optimal learning.

A good book. Still considering it for a future class.

• List of Tables and FiguresLetter to the ReaderNew to This EditionAcknowledgmentsAbout the AuthorsPart I. Introduction to Co-Teaching1. What Is Co-Teaching?2. Why Co-Teach? What History, Law, and Research Say3. The Day-to-Day Workings of Co-Teaching TeamsPart II. The Four Approaches to Co-Teaching4. The Supportive Co-Teaching Approach5. The Parallel Co-Teaching Approach6. The Complementary Co-Teaching Approach7. The Team-Teaching Co-Teaching ApproachPart II SummaryPart III. Changing Roles and Responsibilities8. The Role of Paraprofessionals in Co-Teaching9. The Role of Students as Co-TeachersPart IV. Administrative Support and Professional Development10. Training and Logistical Administrative Support for Co-Teaching11. Co-Teaching in Teacher Preparation Clinical Practice12. Meshing Planning With Co-Teaching13. From Surviving to Thriving: Tips for Getting Along With Your Co-Teachers14. Developing a Shared Voice Through Co-TeachingResource A: Checklist of Sample Supplemental Supports, Aids, and ServicesResource B: Co-Teaching Daily Lesson Plan FormatResource C: High School Supportive Co-Teaching Lesson PlanResource D: Elementary Parallel Co-Teaching Lesson PlanResource E: Middle-Level Complementary Co-Teaching Lesson PlanResource F: Elementary Team Teaching Co-Teaching Lesson PlanResource G: Co-Teaching Lesson Featuring the Paraprofessional RoleResource H: Co-Teaching Lesson Featuring Students as Co-TeachersResource I: Levels of Student SupportResource J: Administrator Actions to Promote Co-TeachingResource K: Action Plan TemplateResource L: Co-Teaching Planning Meeting Agenda FormatResource M: Self-Assessment: Are We Really Co-Teachers?Resource N: Checklist of Skills for the Stages of Co-Teacher DevelopmentResource O: Instructional Observation FormResource P: Instructional Postconference FormResource Q: Co-Teaching Tracking FormResource R: Co-Teaching Differentiation Lesson Planning MatrixGlossaryReferencesPhoto CreditsIndex