Notes FAQ Contact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ947848
Record Type: Journal
Publication Date: 2011
Pages: 2
Abstractor: ERIC
Reference Count: 8
ISBN: N/A
ISSN: ISSN-1555-6913
Peer-Collaboration: An Effective Teaching Strategy for Inclusive Classrooms
Ncube, Sitembiso
Journal of the International Association of Special Education, v12 n1 p79-80 Spr 2011
With the growing need to make the curriculum accessible to students with special needs, there has been an increase in the inclusion of special education students with learning disabilities in general education classroom. The major challenge that has faced teachers in inclusive classrooms is using instructional strategies that will accommodate the social and academic needs of special education students. This article describes how peer-collaboration is an effective teaching strategy for students in inclusive classrooms in terms of their social and academic development. In this paper, inclusion refers to a classroom setting in which both general education students and special education students with mild to moderate learning disabilities receive instruction together in the same classroom. Inclusion teachers refer to a general education teacher and a special education teacher working together to service a class comprising both general and special needs students. Peer-collaboration can be an effective teaching strategy in middle school settings. (Contains 1 figure.)
International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A