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Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do
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Hamilton-Jones, Bethany; Moore, Adam – Kappa Delta Pi Record, 2013
Federal legislation, namely the Individuals with Disabilities Education Act of 2004 ([IDEA], 2005), ensures that students with disabilities have the right to participate in general education curriculum taught in general education classrooms (ยง 300.314). A team of school professionals and parents identifies supports necessary for success and…
Descriptors: Educational Quality, Inclusion, Team Teaching, Educational Resources
Leading Change in Schools: Leadership Practices for a District Supported School-Based Reform Model
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Verra, Monica C. – ProQuest LLC, 2009
The reauthorization of the Individual with Disabilities Education Act of 2004 strongly encourages the use of a response-to-intervention (RtI) model to reduce the number of students identified as learning disabled, to increase student achievement, and to close learning gaps between subgroups of students. RtI is based on the systematic assessment of…
Descriptors: School Restructuring, Intervention, Disabilities, Program Effectiveness
Coteaching Revisited: Redrawing the Blueprint
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Kloo, Amanda; Zigmond, Naomi – Preventing School Failure, 2008
Coteaching involves 2 certified teachers: 1 general educator and 1 special educator. They share responsibility for planning, delivering, and evaluating instruction for a diverse group of students, some of whom are students with disabilities. In this article, the authors review models of coteaching and the research base for coteaching and describe…
Descriptors: Team Teaching, Regular and Special Education Relationship, Disabilities, Special Education
A Call for Collaboration: Not Jack of All Trades
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Patterson, Karen B.; Syverud, Susan M.; Seabrooks-Blackmore, Janice – Kappa Delta Pi Record, 2008
With the reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) and No Child Left Behind legislation (2001), the call for collaboration is omnipresent. A review of the current landscape makes this imperative obvious. With the mandate for inclusion and the necessity for special education teachers to collaborate with their…
Descriptors: Preservice Teacher Education, Teacher Education Programs, Special Education Teachers, Cooperative Planning
Secondary Teacher Perceptions of Co-Teaching Models of Instruction
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Beaudoin-Colwell, Lisa C. – ProQuest LLC, 2009
The Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB) have influenced an increase in the numbers of students who receive special education services in general education classrooms. The (IDEA) emphasizes the general education setting as the initial and natural setting for all students to be educated in the…
Descriptors: Mainstreaming, Inclusion, Teacher Effectiveness, Surveys
Enhancing Student Performance in Secondary Classrooms while Providing Access to the General Education Curriculum Using Lecture Formats
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Stringfellow, Jennifer L.; Miller, Susan P. – TEACHING Exceptional Children Plus, 2005
In recent years, great emphasis has been placed on providing all students access to the general education curriculum (e.g., Individuals with Disabilities Education Act, No Child Left Behind Act). Given the diversity found among today's student population, both general and special education teachers struggle to find methodologies that enhance the…
Descriptors: General Education, Federal Legislation, Disabilities, Special Education