Integrating Effective Practices Into Co-Teaching: Increasing Outcomes for Students With Disabilities

被引：15

作者：

Cook, Sara Cothren ^{[1
]}

McDuffie-Landrum, Kimberly ^{[1
]}

机构：

[1] Univ Hawaii Manoa, 1776 Univ Ave,Wist 120, Honolulu, HI 96822 USA

来源：

INTERVENTION IN SCHOOL AND CLINIC | 2020年 / 55卷 / 04期

关键词：

co-teaching; collaboration; general and special education; special education; curriculum; TAUGHT;

D O I：

10.1177/1053451219855739

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Co-teaching is the most popular model for supporting students with disabilities in the general education setting. However, the limited research that supports this framework as effective for increasing outcomes for students with disabilities may indicate co-teachers have difficulty providing students with specialized instruction to meet individual learning needs. In this article, co-teachers are provided a model for integrating effective practices strategically within various co-teaching models to increase educational outcomes for students with disabilities.

引用

页码：221 / 229

页数：9

共 23 条

[1]

[Anonymous], AD LIT OLD STUD LEAR

[2]

Cook B.G., 2015, Beyond Behavior, V25, P5, DOI DOI 10.1177/107429561602500202

[3]

Cook BG., 2012, APA ED PSYCHOL HDB, P495, DOI [DOI 10.1037/13273-017, 10.1037/13273-017]

[4]

Cook L, 1995, FOCUS EXCEPT CHILD, V28, P1

[5]

Cook S.C., 2017, The handbook of special education, P233, DOI [10.1139/facets-2016-0055, DOI 10.1139/FACETS-2016-0055]

[6]

Fontana K.C., 2005, J AT RISK ISSUES, V11, P17

[7]

Friend M, 2015, EDUC LEADERSHIP, V73, P16

[8] Students with Disabilities' Abysmal School Performance: An Introduction to the Special Issue [J].

Fuchs, Douglas ;

Fuchs, Lynn S. ;

McMaster, Kristen L. ;

Lemons, Christopher J. .

LEARNING DISABILITIES RESEARCH & PRACTICE, 2018, 33 (03) :127-130

[9]

Hallahan D.P., 2019, Exceptional learners: An introduction to special education, V14th

[10]

Klingner J.K., 1998, Teaching Exceptional Children, V30, P32, DOI [https://doi.org/10.1177/004005999803000607, DOI 10.1177/004005999803000607]

← 1 2 3 →