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Lesson Study for Accessible Science: Building Expertise to Improve Practice in Inclusive Science Classrooms
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Mutch-Jones, Karen; Puttick, Gillian; Minner, Daphne – Journal of Research in Science Teaching, 2012
The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the…
Descriptors: Expertise, Middle School Teachers, Learning Disabilities, Intervention