Publication Date
In 2024 | 0 |
Since 2023 | 0 |
Since 2020 (last 5 years) | 0 |
Since 2015 (last 10 years) | 1 |
Since 2005 (last 20 years) | 3 |
Descriptor
Cooperative Planning | 2 |
Disabilities | 2 |
Regular and Special Education… | 2 |
Special Education Teachers | 2 |
Team Teaching | 2 |
Administrator Role | 1 |
Barriers | 1 |
Children | 1 |
Civil Rights | 1 |
Classrooms | 1 |
College Faculty | 1 |
More ▼ |
Source
International Journal of… | 3 |
Author
Alsarawi, Aeshah | 1 |
Bates, Kathy | 1 |
Beamish, Wendy | 1 |
Bryer, Fiona | 1 |
Curtin, Jocelyn | 1 |
Davies, Mike | 1 |
Frechette, Amy H. | 1 |
Jorgensen, Cheryl M. | 1 |
Sonnenmeier, Rae M. | 1 |
Publication Type
Journal Articles | 3 |
Reports - Research | 2 |
Reports - Evaluative | 1 |
Education Level
Higher Education | 1 |
Audience
Teachers | 1 |
Location
Australia | 1 |
New Hampshire | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Jorgensen, Cheryl M.; Bates, Kathy; Frechette, Amy H.; Sonnenmeier, Rae M.; Curtin, Jocelyn – International Journal of Whole Schooling, 2011
The slogan "Nothing About Us Without Us" has been used by disability rights activists to argue that any activity that affects people with disabilities should involve people with disabilities in leadership roles. At the University of New Hampshire, several graduate and undergraduate courses dealing with disability issues were co-taught by…
Descriptors: Feedback (Response), Disabilities, Course Content, College Students
Alsarawi, Aeshah – International Journal of Whole Schooling, 2019
Co-teaching has become a widely practiced collaborative model among special and general education teachers in U.S. schools (Chitiyo, & Brinda, 2018; Pancsofar, & Petroff, 2013). This practice emerged as a response to the reauthorization of the Individuals with Disabilities Education Act (2004) and Every Student Succeeds Act (2015), which…
Descriptors: Cooperative Planning, Team Teaching, Teacher Collaboration, Inclusion
Beamish, Wendy; Bryer, Fiona; Davies, Mike – International Journal of Whole Schooling, 2006
This Australian study examined the emergence of collaborative processes when introducing co-teaching a unit of work into classroom practice. Six teams of regular and special educators at three primary schools (students aged 6 to 12 years) volunteered to systematically reflect on their co-teaching activities to design, implement, and evaluate a…
Descriptors: Disabilities, Experiential Learning, Special Education Teachers, Classrooms