- Children experience classrooms through their relationships with their teachers and with their peers, and together children and teachers contribute to a dynamic and enduring set of interactions characterized by regular and consistent patterns (Brown et. al 2010).
- For students from poverty, the primary motivation for their success will be in their relationships (Payne, 2005).
- Hoover and Patton (2008) discussed the ongoing trends of how the educator’s roles are changing. With the trend moving towards adopting Response to Intervention (RtI), educators needs to be able to provide services that are effective and evidence-based. In today’s inclusive environment, instruction is found within two teachers who are able to model and provide the academic curriculum.
- Special education co-teachers cited an increase in content knowledge, and general education co-teachers noted the benefits to their skill in classroom management and curriculum adaptation (Scruggs et al. 2007).
- With two teachers within the classroom, there is more teacher attention that can and will be readily available to both the general education and special education students, which can help minimize disruptive classroom behaviors. Teachers sometimes noted increased cooperation among their students in co-taught, inclusive classes (Scruggs et al. 2007).