Co-Teaching Models and Paraeducator Action Plan 1 & 2Special Education in the American classroom has changed dramatically in the last 30years. The traditional model of one teacher instructing a homogeneous group of students beganfading since then (Brophy, 1988) giving the Co-teaching Models an opportunity to become thepreferred method of instruction to better help the needs of all students (Friend et al., 2010). Co-teaching requires an elevated level of collaboration skills between the individuals involved inthe process. In special education collaboration is crucial since it is viewed as a distinct form ofpositive social interdependence that requires promoting relationships; in which individuals needto behave cooperatively rather than competitively with each other, to achieve a common goal(Johnson & Johnson, 2009). This paper aims to discuss the case scenario of Ms. Jeter, a generaleducation teacher in an inclusive classroom. Ms. Jeter, who up to the present dayhas been asolo seventh-grade teacher with the role of teaching and maintaining complete instructionalresponsibility for the students in her class. She was recently notified that for the coming school
