English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article presents an exploratory study aimed to document co-taught education courses across the general-special education curriculum and to determine perceived change in students’ disability knowledge as a result of taking the courses. Collaborative teaching taught by a general and special education university faculty was examined over a 10-week quarter at a large public university. The infusion approach of teaching disability utilized in the study shows great promise for providing disability knowledge to general education pre-service students who may otherwise receive minimal disability-related coursework. Recommendations for future research and practice are discussed.

Benefits of collaborative teaching models in teacher education programs: Sharing disability knowledge and promoting inclusion