Specially Designed Instruction in Middle and High School Co-Taught Classrooms

Autor/inn/en	Hedin, Laura R.; Conderman, Greg; Gerzel-Short, Lydia; Liberty, Lisa
Titel	Specially Designed Instruction in Middle and High School Co-Taught Classrooms
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 93 (2020) 6, S.298-305 (8 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gerzel-Short, Lydia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2020.1812492
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Teamteaching; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Lehrerkooperation; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01