Specially Designed Instruction in Middle and High School Co-Taught Classrooms
Saved in:
| Title: | Specially Designed Instruction in Middle and High School Co-Taught Classrooms |
|---|---|
| Language: | English |
| Authors: | Hedin, Laura R., Conderman, Greg, Gerzel-Short, Lydia (ORCID |
| Source: | Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2020 93(6):298-305. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2020 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Team Teaching, Middle School Teachers, High School Teachers, Teacher Collaboration, Students with Disabilities, Regular and Special Education Relationship, Inclusion, Teaching Methods, Cooperative Planning, Special Education Teachers |
| DOI: | 10.1080/00098655.2020.1812492 |
| ISSN: | 0009-8655 |
| Abstract: | Students with disabilities are increasingly participating in co-taught classes where they have access to the general curriculum. However, researchers have discovered that co-teaching often resembles solo teaching and does not include specially designed instruction shown to be effective for students with disabilities. How can middle and secondary co-teachers improve their instructional effectiveness? This article describes specially designed instruction, associated with high leverage practices, and provides ways middle and high school co-teachers can improve their co-teaching effectiveness. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1274545 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Students with disabilities are increasingly participating in co-taught classes where they have access to the general curriculum. However, researchers have discovered that co-teaching often resembles solo teaching and does not include specially designed instruction shown to be effective for students with disabilities. How can middle and secondary co-teachers improve their instructional effectiveness? This article describes specially designed instruction, associated with high leverage practices, and provides ways middle and high school co-teachers can improve their co-teaching effectiveness. |
|---|---|
| ISSN: | 0009-8655 |
| DOI: | 10.1080/00098655.2020.1812492 |
