COLLABORATIVE CO-TEACHING MODEL: BRINGING LONG BEACH STUDENTS OF ALL ABILITIES TOGETHER

Mar 21

By Brittany Hart Scholten

There’s a lot of talk about neurodiversity these days and Long Beach Unified has employed an inclusive classroom environment through the Co-Collaborative Teaching (CCT) Program to honor it.

Neurodiversity is the idea that everyone's brain works in different ways, and these differences are natural and valuable. Some people think, learn, or experience the world in a way that is considered typical (neurotypical), while others, like those with autism, Down syndrome, or other medical diagnoses, have unique ways of thinking (neurodivergent).

Emotional, Social, And Academic Growth

Sharday Dufrense, a mother of three, has seen remarkable emotional, social, and academic growth in her two children with autism who are part of the CCT program. She attributes their progress to the strong collaboration between families and the program, stating, “There is a tangible partnership between CCT and ourselves as parents. It's been very communicative for us, and I think us as parents approaching CCT as something of a partnership is what has set the tone for the success of our kids.”

Sharday believes that one of the biggest benefits of the program is the normalization of all types of children. She doesn’t see children making fun of or staring at other children with atypical behaviors. “That's what is going to walk this next generation forward. It’s that their school experience is inclusive,” Sharday remarks.

Offered at 10 elementary schools, the CCT program offers an environment where children with mild to moderate disabilities learn alongside their neurotypical peers. “This program is special because it allows students with disabilities to be integrated into the general education classroom with their neurotypical peers receiving the same resources and opportunities,” Erica Sarabia special education program administrator stated.

Each CCT classroom has two teachers, one education specialist credentialed in providing special education services and the other credentialed to teach elementary curriculum. The teachers work together to give the children an equitable learning experience. “It's really about offering the students a chance to build relationships, engage with other students, and learn from one another in a more inclusive environment,” Erica said.

Building Empathy

Third grade CCT teachers Mrs. Gengler and Ms. Solis at Emerson Parkside Academy, the only CCT program offered in East Long Beach, continually witness immense growth by both students with disabilities and neurotypical students. Ms. Solis shared, “The biggest benefit is that everyone's included, and they all see each other as peers.”

Mrs. Gengler added, "It benefits our gen ed kids just as much as it benefits our special education children, because our general education children build empathy and understanding for differences, and it helps to build love and inclusivity with all kids.”

Personally, my “neurotypical” third-grade son is experiencing the CCT program for the first time this year, and at just the halfway point, his growth in empathy and compassion is noteworthy. He recently formed a friendship with a child with autism, and I’ve watched as he and his friends actively look out for him, ensuring he feels included. The inclusive culture of the CCT classroom, along with the dedication of his teachers, has undoubtedly played a key role in fostering this sense of kindness and connection.

The district remains dedicated to expanding CCT classrooms wherever needed, with Erica confirming that they are “committed to advocating for the inclusion of all students.”

Sharday hopes that the success of LBUSD’s CCT model will one day be “taken as a nationwide approach of inclusivity in classrooms and equity” to support the success of future generations.