Instruction in Secondary Co-Taught Classrooms: Three Elements, Two Teachers, One Unique Approach
Document Type
Article
Publication Date
4-8-2020
Publication Title
Psychology in the Schools
Volume
57
Issue
6
First page number:
959
Last page number:
972
Abstract
Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum. Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidence-based practices from special education and specially designed instruction. Examples are included and discussed.
Keywords
Coteaching; Psychology; Schools; Teachers
Disciplines
Education | Special Education and Teaching
Language
English
Repository Citation
Weiss, M. P.,
Rodgers, W. J.
(2020).
Instruction in Secondary Co-Taught Classrooms: Three Elements, Two Teachers, One Unique Approach.
Psychology in the Schools, 57(6),
959-972.
http://dx.doi.org/10.1002/pits.22376
