ERIC Number: EJ780949
Record Type: Journal
Publication Date: 2007-Oct
Reference Count: 44
Promoting Research-Based Practices through Inclusion?
Volonino, Victoria; Zigmond, Naomi
Theory Into Practice, v46 n4 p291-300 Oct 2007
In recent years, special educators' roles and responsibilities have undergone significant transformations deriving from both internal and external sources. This article initially reviews some of the reform movements that have sought to bring research-based practices into the classroom, particularly for students considered exceptional or at-risk. Although these reforms have changed both special and general education, they may not have necessarily improved them. Moreover, these reforms may actually have moved teaching practices further away from the research-based practices that they were actually intended to promote. This article examines the popular practice of coteaching where general and special educators work together to teach a diverse group of students. Although intuitively appealing, the practice often bears little resemblance to the research base on effective instruction and programs for students with disabilities.
Descriptors: Disabilities, Special Education Teachers, Teaching Methods, Students, At Risk Persons, General Education, Learning Disabilities, Educational Change, Academic Achievement, Federal Legislation, Individualized Education Programs, Team Teaching, Regular and Special Education Relationship, Inclusive Schools
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills