Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators

2018 ◽  
Vol 102 (4) ◽  
pp. 303-322
Author(s):  
Anne C. Sinclair ◽  
Laura E. Bray ◽  
Yan Wei ◽  
Erin E. Clancy ◽  
Jade Wexler ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Content Area ◽  
Learning Needs ◽  
Teachers Perceptions ◽  
Content Area Instruction ◽  
Leadership Decisions ◽  
General Education Classrooms ◽  
Guiding Questions

Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers’ perceptions of coteaching found that teachers often viewed their schools’ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers’ perceptions of how their schools’ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching.

Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities

2016 ◽  
Vol 50 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Gauri S. Joshi ◽  
Emily C. Bouck
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Core Content ◽  
General Education Classroom ◽  
Education Participation ◽  
Content Area Instruction

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study–2 to examine the relationship between postsecondary education–related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment.

Implementing Instructional Adaptations for Students with Disabilities in Inclusive Classrooms

1998 ◽  
Vol 19 (2) ◽  
pp. 106-119 ◽  
Author(s):  
Barbara J. Scott ◽  
Michael R. Vitale ◽  
William G. Masten
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Strategies ◽  
General Educators ◽  
Future Research ◽  
Classroom Teachers ◽  
Teachers Perceptions ◽  
Inclusive Settings ◽  
The Individual ◽  
General Education Classrooms

Examined are classroom teachers' perceptions and use of instructional adaptations in general education classes. General educators were found to be positive about the desirability/effectiveness and reasonability/feasibility of making instructional adaptations for students with disabilities. However, research also revealed that when these students are included in general education classrooms, their teachers are unlikely to alter their traditional whole-group instructional strategies in favor of specific individualized adaptations. In interpreting this inconsistency, we found that the literature identified lack of teacher training and limited school support as barriers to classroom teachers' being able to accommodate the individual needs of students in inclusive settings. Implications for practice and for future research are discussed.

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

scholarly journals Teachers’ Perceptions of Inclusion in a Pilot Inclusive Education Program: Implications for Instructional Leadership

2018 ◽  
Vol 2018 ◽  
pp. 1-13 ◽  
Author(s):  
Zachary Y. Mngo ◽  
Agnes Y. Mngo
Keyword(s):  
Special Education ◽  
Instructional Leadership ◽  
General Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Education Program ◽  
Future Research ◽  
Teachers Perceptions ◽  
Highly Educated ◽  
Integrated Classrooms

The opinions of general education secondary school teachers in seven select schools involved in a pilot inclusive education program in the Northwest Region of Cameroon were sought. The findings reveal that most teachers in Cameroon still prefer separate special education institutions to inclusive ones. These conclusions contradict earlier research which showed that resistance to integrated classrooms was emanating from beliefs and customs. Teachers with some training on teaching students with disabilities and more experienced and highly educated teachers were more supportive of inclusive education indicating that resistance to the practice is linked to inadequate or complete lack of teachers’ preparedness. Younger, less experienced teachers with no training in special education indicated less enthusiasm regarding the benefits of inclusion, their ability to manage integrated classrooms, and teach students with disabilities. The implication of these findings for future research, institutional support systems, institutional policies, and overall instructional leadership is discussed in this article.

Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities

1997 ◽  
Vol 64 (1) ◽  
pp. 7-18 ◽  
Author(s):  
Michael F. Giangreco ◽  
Susan W. Edelman ◽  
Tracy Evans Luiselli ◽  
Stephanie Z. C. Macfarland
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Policy Development ◽  
Classroom Practices ◽  
Peer Interactions ◽  
Personal Control ◽  
General Educators ◽  
Instructional Assistants ◽  
Instructional Assistant ◽  
General Education Classrooms

This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.

Psychometric Analysis and Revision of the Opinions Relative to Mainstreaming Scale

1995 ◽  
Vol 62 (2) ◽  
pp. 139-149 ◽  
Author(s):  
Richard F. Antonak ◽  
Barbara Larrivee
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Disabled Persons ◽  
Supporting Evidence ◽  
Regression Analyses ◽  
Attitudes Toward Disabled ◽  
Item Characteristics ◽  
Initial Support ◽  
General Education Classrooms ◽  
Adequate Reliability

This article provides supporting evidence for the use of a revised version of the Opinions Relative to Mainstreaming (ORM) scale. Analyses of data produced by a test of the revised scale, the Opinions Relative to Integration of Students with Disabilities (ORI), indicated satisfactory item characteristics and adequate reliability and homogeneity. Initial support for ORI's construct validity was demonstrated by the results of regression analyses relating ORI scores to respondent sociodemographic and experiential data and scores on the Scale of Attitudes Toward Disabled Persons (SADP). The ORI should prove useful to researchers evaluating the attitudes of educators toward the integration of students with disabilities into general education classrooms.

Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data

2019 ◽  
Vol 48 (5) ◽  
pp. 273-286 ◽  
Author(s):  
North Cooc
Keyword(s):  
General Education ◽  
Special Needs ◽  
Students With Disabilities ◽  
Behavioral Problems ◽  
Teaching And Learning ◽  
School Factors ◽  
Students With Special Needs ◽  
International Data ◽  
Teaching Time ◽  
General Education Classrooms

Debates about the inclusion of students with disabilities in general education classrooms often overlook its impact on teachers. In this study, I analyze the concern that teachers may spend less time teaching in classrooms with children with special needs using survey data on 121,173 teachers from 38 participating countries and partners of the Teaching and Learning International Survey (TALIS) 2013. I further examine teacher, classroom, and school factors that may explain disparities in time spent teaching in classrooms with and without students with special needs. The findings indicate teachers, on average, spend marginally less class time on teaching in classrooms that include more students with special needs. The disparity in teaching time is mostly removed when accounting for students with behavioral problems in classrooms.

Being in the Right Place at the Right Time: Educational Placement of Students With Intellectual Disability by State and Year

Inclusion ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 210-221
Author(s):  
Eric J. Anderson ◽  
Matthew E. Brock
Keyword(s):  
Intellectual Disability ◽  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Educational Placement ◽  
Placement Decisions ◽  
Federal Mandate ◽  
Restrictive Environment ◽  
The Right ◽  
General Education Classrooms

Abstract Despite the longstanding federal mandate to place students with disabilities in general education classrooms to the maximum extent appropriate, most students with intellectual disability continue to spend most of their time in separate classrooms and schools. In this study, we describe longitudinal educational placement patterns in six states that represent the wide span of educational placement (i.e., Vermont, Kentucky, Kansas, Massachusetts, Illinois, and Montana). Surprisingly, some states are trending toward more restrictive placements, and the gap between the most and least inclusive states is continuing to widen over time. We offer constructive suggestions for appropriately applying the principle of least restrictive environment so that placement decisions are driven by student needs and not where students live.

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