Instruction in Secondary Co-Taught Classrooms: Three Elements, Two Teachers, One Unique Approach

Authors

Margaret P. Weiss, George Mason University
Wendy J. Rodgers, University of Nevada, Las VegasFollow

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