Co-Teaching and Smaller Classes at Tapestry Support Neurodivergent and Neurotypical Students

Tapestry in Jonesboro, Georgia, uses smaller class sizes and two teachers in core classrooms—a special education teacher and a general education teacher—to support students with diverse learning needs. The transcript features ninth-grade students with autism and ADHD alongside a neurotypical peer and shows how instruction is adapted so students can work toward the same learning targets. It also describes how individualized support and transition planning connect classroom learning to future goals.

■ Classroom model
- Special education and general education teachers co-teach core classes
- Smaller classes and two-teacher rooms allow more one-on-one help

■ Student experience
- Neurodivergent and neurotypical students describe different learning needs and shared classroom goals
- Students discuss receiving immediate help and developing patience and communication skills

■ Future planning
- Transition goals address college, majors, and independent living
- Classes are designed to reflect workforce, college, and other future scenarios

It is suited to educators, parents, and school leaders interested in inclusive classroom structures and co-teaching. The material focuses on one school’s approach and teacher and student perspectives; it does not present comparative outcome data or implementation costs.