Abstract
Serving students with special needs in content area classes is a difficult issue. At the policy level, roles are not clearly articulated to help special and general educators demarcate responsibilities and working relationships. At the practical classroom level, strategies have not been clearly identified to define what and how content information should be taught to students with special needs. This study describes the results of a pilot investigation that focused on a range of variables in serving special education students in a science classroom. Data from several sources were collected to better understand the relationship between curriculum content, instruction, and assessment. The data confirm that if students are to be helped, special educators need to better understand how content area teachers prioritize instruction and assessment.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
