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What Do High School Students Think about Co-Teaching in Science Classrooms?
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Preston-Smith, Shantha; King-Sears, Margaret E.; Evmenova, Anya S.; Baker, Pamela Hudson – Learning Disabilities: A Multidisciplinary Journal, 2020
For graduation, high school students with learning disabilities and other high-incidence disabilities need sufficient science credits. For many students, their success is dependent on how well they learn in co-taught classes. However, students seldom have a voice about co-teaching in science. In this study, high school students with and without…
Descriptors: High School Students, Students with Disabilities, Learning Disabilities, Student Attitudes
An Exploratory Study of Universal Design for Teaching Chemistry to Students with and without Disabilities
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King-Sears, Margaret E.; Johnson, Todd M.; Berkeley, Sheri; Weiss, Margaret P.; Peters-Burton, Erin E.; Evmenova, Anya S.; Menditto, Anna; Hursh, Jennifer C. – Learning Disability Quarterly, 2015
In this exploratory study, students in four co-taught high school chemistry classes were randomly assigned to a Universal Design for Learning (UDL) treatment or a comparison condition. Each co-teaching team taught one comparison and treatment class. UDL principles were operationalized for treatment: (a) a self-management strategy (using a…
Descriptors: Chemistry, High School Students, Team Teaching, Secondary School Science