The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station…

The goal of this practicum was to have building-based special education personnel support classroom teachers so that mildly disabled elementary students in an inner city school could be included in the classroom successfully. Through inservice education sessions, the staff were provided with current information on facilitating the inclusion of…

This manual offers step-by-step guidance for implementing a secondary level co-teaching program to provide mild to moderately impaired learning disabled students with maximum inclusion time through a combination of co-teaching, resource room programs, and consultation. Individual sections focus on: (1) the definition of co-teaching and reasons for…

This study used a computer-assisted cooperative learning approach to teach mathematics to 20 third-grade students, of whom 4 were classified as learning disabled. The team-assisted individualization (TAI) model was used to heterogeneously group students for instruction into four-student teams. Within teams, students were paired. Each team worked…

This report describes an extension of the Learning Outcomes Study (a nationwide longitudinal investigation of 1,010 students just entering programs for gifted learners in grades 2 and 3) to investigate excellence within each of the four program types considered: within-class programs, pull-out programs, separate classes, and special schools. The…