U.S. schools are required to educate students in the least restrictive environment (LRE). The number of students with high incidence disabilities, including those with speech or language impairments (SLI), who spend most of their day in the general education classroom has increased in the last decade. Establishing classrooms that proactively…

The Project CALI (Content Area Literacy Instruction) instructional framework is designed to enhance reading comprehension for all students, those with disabilities as well as their typically developing peers, in inclusive co-taught middle school content-area classrooms. For students with and at-risk for disabilities, even well-designed,…

One-teach/one-assist and one-teach/one-observe are the two most widely used co-teaching models. Special educators often take on the support role when these models are used. At times, co-teachers in the support role may be unclear about how to implement active instructional practices that engage students and improve student outcomes. In this…

The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction…

Reading comprehension is important for academic success and is a skill required for many activities in school and beyond. With the implementation of the Common Core State Standards (CCSS), many teachers have reported feeling overwhelmed by the expectations that reading and writing skills should be emphasized, taught, and supported in the content…