ERIC Number: EJ889427
Record Type: Journal
Publication Date: 2009
Reference Count: 22
Rethinking Effective Instructional Practices: A Response to Copeland and Cosbey
Snell, Martha E.
Research and Practice for Persons with Severe Disabilities (RPSD), v33-34 n4-1 p228-231 Win 2008-Spr 2009
Students with disabilities should not only be members of general education classrooms, but must also be able to learn meaningful skills in those settings, not just socialize with peers. This article reviews effective teaching methods and their contextual fit with the working of a general education classroom. The response to intervention (RtI) framework is used as an organizer for rethinking how teachers go about designing instruction in inclusive settings.
Descriptors: Teacher Effectiveness, General Education, Teaching Methods, Educational Practices, Disabilities, Severe Disabilities, Models, Intervention, Academic Achievement, Goal Orientation, Individualized Education Programs, Inclusive Schools, Individualized Instruction, Interpersonal Competence, Regular and Special Education Relationship
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A