Amy Shuler graduated from the University of Virginia in 1999 with a BA in Spanish and a MT in Special/Elementary Education. She has been teaching special education for 3 years.

Amy Peterman graduated from Virginia Tech in 1995 with a BA in History and Political Science. She received her teaching certification from Mercer University in 1998. She is currently working towards her Masters in Elementary Education at Mercer. She has been teaching elementary school for 4 years.

They teach at Woodland Elementary Charter School in Virginia. The school offers a Special Needs Preschool and a Special Needs Kindergarten and children with moderate to profound intellectual disabilities, behavior disorders, and learning disabilities are represented in all grades.

When Che, a nine-year old girl with autism, entered our classroom, we were unsure whether a full-inclusion setting would be appropriate for her. She was familiar with very structured, small-group settings. For example, she ate breakfast and lunch with small groups of six or fewer students. She was accustomed to regimented behavior management programs because she had previously displayed acting out behaviors, such as shouting out, running through the halls, biting her hands, or not following directions. We did not know what to expect.

Our initial apprehensions have vanished. Within the past year and a half, Che has benefited not only from receiving instruction from two teachers in a general education setting, but also from the opportunity to interact with other students. Co-teaching gave Che the opportunity to learn from her peers, as well as teach them the true meaning of striving to the best of one's ability.

Academically, Che has progressed rapidly in all areas. She currently reads aloud from the 4th grade general education series, completes daily journal assignments, and solves math problems with her class. She loves to raise her hand to volunteer answers! She has also excelled socially. At recess and lunch, Che appropriately interacts and converses with her classmates. Her acting-out behaviors have diminished to the point that two observers of the class were not able to identify Che as a child with autism.

For us, the most exciting moments of co-teaching were watching the friendships develop within the class. Although initially cautious and concerned, the general education students now include Che in their learning and play activities. Che's constant smile, cheerful disposition, and positive attitude intrigued her classmates. One of them wrote on an assignment, "If I could trade places with someone for one week, I would trade with Che Robertson. I would trade places with her because I would want to see if she is ever sad. She is always happy. I am her friend. I like Che for who she really is!"

Although we realize that not all students will benefit from co-teaching, Che's successes will always remind us of the difference co-teaching can make in a student's life.