Inclusion and Two-Way Bilingual Immersion: Case Study of Urban Coteachers in a Private/Public School Collaboration

• In Event: Roundtable Session 96
  In Roundtable Session: Inclusion, Stigma, and the Perception of Ability

Abstract

This project considers how one urban K-8 public school with a two-way bilingual immersion program (also known as dual language) is meeting the challenge of developing and implementing a collaborative team teaching program that serves its emergent bilingual students with and without disabilities. For two years, this public school has maintained a partnership with a private K-8 school serving students with learning disabilities. Members of the private school staff have provided (and continue to provide) on-going professional development and consultation to the public school teachers and administrators regarding instructional strategies for all learners. Despite differences inherent within the respective school settings, student populations, and resources, this unique collaboration yields creative spaces for both faculties in making general education curriculum accessible.

Authors

• Tatyana Kleyn, City College of New York - CUNY

• Jan W. Valle, City College of New York - CUNY