Reviews

Below are some quotes from conference attendees about Twins Publications:

"This is my 27^th year of teaching so I needed this training to 'teach an old dog new tricks.'  The enthusiasm and energy of Natalie & Dianne has motivated me to have a wonderful, effective year with my co-teacher.  I believe that the training provided us with the tools to be appropriately set up for success in co-teaching."
-Teacher, Perrysburg, Ohio

" This workshop was very informative and enlightening. I feel ready to go back to my school and share everything I learned. I know that the teachers will be thrilled to know that they have a new advocate!"
-Principal, Danville, Virginia

"Until today I was not in favor of inclusion. Now I feel hopeful and even eager to give it a try."
- Teacher, Bryson Middle School, South Carolina

"Presenters are actual teachers currently working with students in a classroom. That makes it so much more real." - Teacher, Fort Smith, Arkansas

"Natalie and Dianne give detailed info. that can be used immediately based on proven success."
- Special Education Teacher, North Carolina

"I was impressed with how organized and well-prepared the presenters were. They were excellent examples of how team teaching works."
-Regular Education Teacher, Alexandria, Virginia

Excerpt from an article in the Focus Newsletter of the Cuyahoga Special Education Service Center, October 2005

"Co-teaching is an approach to education where general and special education teachers voluntarily agree to maintain joint responsibility for educating all students with the general education classroom," says Natalie McCoy, who began Twins Publications in Columbia, S.C. with Dianne Basso in 1994. The "teachers-writing-for-teachers" team has written The Co-Teaching Manual and Study Tools: A Comprehensive Curriculum Guide for Teaching Study Skills to Students with Special Needs.  These books are used in programs and training throughout the United States.

Co-teaching is not new, but has become a hot topic lately because of the No Child left Behind Act.

NCLB requires that all students have access to highly qualified teachers.

Many special education teachers, especially at the secondary level, do not currently meet the requirements for highly qualified status in the content areas.  Therefore, the only way to ensure that special education students have access to "highly qualified" teachers is to have them participate in general ed classes, yet they still need the skills of the special education teacher to help them learn.  Co-teaching is the answer to this challenge.

The inclusive schools movement is another impetus for co-teaching.

Separate education for students with disabilities has not proven to be a very effective approach for many students.  As students began to be included within classrooms, it was necessary that specialists support them in their classes.  Rather than the specialists being underutilized in the classrooms, it made sense for them to assume greater responsibility in the settings.

Co-teaching comes with many advantages.

Benefits to co-teaching included better behavior management in the classroom, height levels of professional growth for each teacher, the ability to differentiate instruction for differing student needs, and increased student engagement.

But these benefits are reaped only when those involved do their homework first, McCoy warns.

"Developing a good relationship is vital to successful co-teaching.  Teachers must meet prior to co-teaching and work through numerous questions and situations together," she says.

A successful co-teaching environment also requires administrative support: a belief in the benefits of collaboration: and a shared passion for meeting the needs for all children.