George Mason University, Fairfax, VA, USA.
Behav Modif. 2021 Jan;45(1):39-65. doi: 10.1177/0145445519836071. Epub 2019 Mar 7.
The recent Supreme Court decision in focused attention on outcomes for students with disabilities. It is not just about participating; it is about the instruction and outcomes from those services. Co-teaching is a prevalent service delivery model for students with disabilities who access the general curriculum. Much has been written about co-teaching but not necessarily about the instruction that takes place in a co-taught classroom. In this case study, we present a preliminary investigation of a conceptual model for instruction in co-teaching. We report teacher and student behavior change as well as contextual variables that had an impact on implementation.
最近最高法院在 案中的裁决引起了人们对残疾学生学习成果的关注。这不仅仅关乎参与，还关乎这些服务所带来的教学和成果。对于接受普通课程的残疾学生来说，合作教学是一种普遍的服务提供模式。关于合作教学已经有很多文献，但不一定涉及合作教学课堂中的教学内容。在本案例研究中，我们初步探讨了合作教学的概念模型。我们报告了教师和学生行为的变化，以及对实施产生影响的背景变量。
