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Collaborative Models of Instruction: The Empirical Foundations of Inclusion and Co-Teaching
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Solis, Michael; Vaughn, Sharon; Swanson, Elizabeth; Mcculley, Lisa – Psychology in the Schools, 2012
A summary of inclusion and co-teaching syntheses was conducted to better understand the evidence base associated with collaborative models of instruction. Six syntheses were identified: four investigated inclusion, and two investigated co-teaching. Collectively, the syntheses represented 146 studies. The syntheses investigated research on…
Descriptors: Disabilities, Evidence, Student Attitudes, School Psychologists
Facilitating Co-Teaching for Literacy in General Education Classrooms through Technology: Focus on Students with Learning Disabilities
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Kim, Ae-Hwa; Woodruff, Althea L.; Klein, Colleen; Vaughn, Sharon – Reading & Writing Quarterly, 2006
In this article, studies on co-teaching for students with learning disabilities are briefly reviewed. Next, the factors affecting responsible co-teaching for students with learning disabilities are discussed, including how technology (i.e., computer-assisted collaborative strategic reading) might assist in promoting success while overcoming…
Descriptors: Teacher Collaboration, Literacy Education, Regular and Special Education Relationship, Educational Technology
The ABCDEs of Co-Teaching.
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Vaughn, Sharon; Shay Schumm, Jeanne; Arguelles, Maria Elena – TEACHING Exceptional Children, 1997
Describes four models for grouping in cooperative teaching settings with a regular and a special educator. Common coteaching issues such as grading and classroom management are addressed. Charts provide a framework for lesson planning in coteaching settings. (DB)
Descriptors: Cooperative Planning, Disabilities, Elementary Secondary Education, Grouping (Instructional Purposes)
Social Outcomes for Students with and without Learning Disabilities in Inclusive Classrooms.
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Vaughn, Sharon; Elbaum, Batya E.; Schumm, Jeanne Shay; Hughes, Marie Tejero – Journal of Learning Disabilities, 1998
A study that examined social outcomes of 59 elementary school students with learning disabilities, 72 low- to average-achieving students, and 54 high-achieving students, found that students in the consultation/collaborative-teaching setting demonstrated more positive outcomes than students in the co-teaching setting on friendship quality and peer…
Descriptors: Elementary Education, Friendship, Inclusive Schools, Interpersonal Competence