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Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach
Author(s) -
Weiss Margaret P.,
Rodgers Wendy J.
Publication year - 2020
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22376
Subject(s) - mathematics education , psychology , curriculum , special education , pedagogy , individualized instruction , teaching method
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.

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