ERIC Number: EJ894094
Record Type: Journal
Publication Date: 2008
Reference Count: 26
Co-Teaching and Students with Emotional and Behavioral Disorders
McDuffie, Kimberly A.; Landrum, Timothy J.; Gelman, Jennifer A.
Beyond Behavior, v17 n2 p11-16 Win 2008
In the past decade, increased emphasis on academic instruction for students with emotional and behavioral disorders (EBD) has replaced the misguided notion that teachers must focus exclusively or primarily on behavior problems before they can effectively teach students with EBD. Numerous scholars have noted that academic instruction should be the first line of defense in dealing with the prevention, amelioration, and treatment of EBD. Although the shift to an academic focus represents a positive step, it is important to examine the contexts in which students with EBD receive instruction. A number of strategies have been proposed to enhance the participation and success of students with disabilities in regular classes. One of these is co-teaching, which generally refers to any arrangement in which a special education teacher and general education teacher work together in the same physical environment to provide instruction to a group that includes students with and without disabilities. This article discusses a number of different models of co-teaching and explores the impact of co-teaching arrangements on a broad array of student outcomes.
Descriptors: Behavior Disorders, Special Education Teachers, Educational Environment, Emotional Disturbances, Teamwork, Team Teaching, Teacher Collaboration, Regular and Special Education Relationship, Student Behavior, Student Characteristics, Special Needs Students, Learning Problems, Interpersonal Competence
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/beyondbehavior/index.cfm?categoryID=D646D293-C09F-1D6F-F9C4E203B21F5EB8
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A