Describes a collaborative partnership between a special education professor and a general education professor within a program that highlights the integration of two courses: Academic Curricular Adaptations and Elementary Social Studies Methods and Curriculum. The article discusses the coteaching model and describes the integrated curriculum and…

A study examined co-teaching in secondary classrooms by interviewing and observing six secondary special educators in co-taught and special education classrooms. The educators took on various roles when co-teaching and in three of the four roles they assumed, they participated in some aspect of instruction to the general education class. (Contains…

Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training;…

Doherty and Coggeshall combined their two classes--one regular education and one special education--and, agreeing on the value of reader's theater and storyboarding for all students, embarked on a team teaching effort that resulted in improvements for all students, and unprecedented success for "special" students. A template for storyboarding is…

Mentoring teams, based on mentor-professor and peer coaching team concepts, used in the undergraduate teacher education (including special education) program at the University of Tennessee, have resulted in improved overall program functioning, coordinated advising, and more complete knowledge of student competency. (Author/CB)

This action research study describes the perceptions of third through fifth grade classroom teachers and special services teachers who provided services to students needing special modifications in their instruction or interventions in order to succeed in regular classrooms. Participants indicated their level of agreement with 14 questions on a…

This study examined the various teaching roles engaged in by four primary-grade special education teachers of students who are deaf or hard of hearing in co-enrollment classes with hearing students. Results indicated that most teachers engaged in teaching deaf students only, followed by teaching the whole class, and interpreting. (Contains…

Describes four teaming roles for special educators of the deaf and general educators. Specific functions of both the general and special educator are given for: (1) pre/post assessment of knowledge and skills of content; (2) organization of learning experiences; (3) provision of instruction; and (4) monitoring student participation. (DB)

More students than ever get their special education services in general education classrooms due to the Individuals with Disabilities Education Act (IDEA) and the No Child Left Behind Act (NCLB). Among the most common delivery systems is collaborative teaching, or co-teaching, where a general and a special educator work together to teach a group…

This paper describes the use of special "Intervention Teachers" to address the needs of severely learning disabled (LD) high school students in a Chicago Public High School. In this approach the Intervention Teacher, a trained LD teacher, consults with, helps, and observes the regular teacher's instructional plans and implementation.…

The team teaching experiences of teachers in special education courses at the higher education level are recounted. The differences in the teaching of the courses are examined and context, content, and learner factors that impact team teaching are identified. Ways to facilitate and prepare teachers for team teaching at the university level are…

Presents the idea that art therapists and special education teachers must collaborate to successfully work with special needs students. Describes a situation in which the authors used co-teaching to present information to student teachers regarding children with sensory integration dysfunction. (MKA)

Mainstreaming the handicapped child requires much more than mere placement in a regular classroom. Careful thought and preparation must be devoted to the affective, as well as cognitive, aspects of classroom experience. This paper describes the mainstreaming program at the North Rowan Primary School in Rowan County, North Carolina. Through team…

Collaborative teaching helped a fourth-grade teacher and a special education teacher enhance their professional and personal lives. The paper discusses their philosophy, describing how they created and implemented an inclusive education program. The collaboration benefitted everyone involved. Teachers learned new practices, parents and colleagues…

A survey of 300 learning disability teachers in middle and high schools found teachers were experiencing high levels of emotional exhaustion, specifically those who team teach with a general educator. Role conflict, role ambiguity, perceived workload, and lack of principal support contributed to the teachers' feelings of emotional exhaustion.…