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ERIC Number: EJ927398
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: ERIC
Reference Count: 22
ISSN: ISSN-0040-0599
Teachers Working Together: Improving Learning Outcomes in the Inclusive Classroom--Practical Strategies and Examples
Lingo, Amy S.; Barton-Arwood, Sally M.; Jolivette, Kristine
TEACHING Exceptional Children, v43 n3 p6-13 Jan-Feb 2011
The Individuals With Disabilities Education Improvement Act (IDEA 2004), aligned with the No Child Left Behind Act (NCLB), emphasizes improved student academic outcomes. With this focus on academic outcomes and access to the general curriculum, there is increased pressure for accountability in the education of students with disabilities in general education classrooms. Therefore, collaboration between general and special educators is more important than ever, as is a need for a variety of assessment strategies to support and document improved outcomes for students. However, educators also need concrete examples of how to incorporate these strategies into their collaborative classrooms to monitor daily instruction and how to make instructional decisions. This article discusses seven options for data collection with classroom-based examples of how these assessment strategies can be used to facilitate improved academic outcomes for students. (Contains 2 tables.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001