Abstract
Students with disabilities are increasingly participating in co-taught classes where they have access to the general curriculum. However, researchers have discovered that co-teaching often resembles solo teaching and does not include specially designed instruction shown to be effective for students with disabilities. How can middle and secondary co-teachers improve their instructional effectiveness? This article describes specially designed instruction, associated with high leverage practices, and provides ways middle and high school co-teachers can improve their co-teaching effectiveness.
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