Title

Planning In The Middle: Co-Planning Between General And Special Education

Abstract

Professional development programs tailored to address co-teaching performance in Arkansas provided data for 3 cohorts of middle school co-taught teams. This study provides an analysis of middle school plans and provides recommendations as to how to more effectively meet the needs of co-taught teams. Using a content analysis approach, monthly lessons plans submitted by teams over a 3-year period were analyzed. The purpose of this analysis is to provide the field with considerations about what is and is not occurring in the written process related to co-teaching, specifically co-planning in middle schools. In total, 155 lesson plans were analyzed, which were further broken down into 755 days of plans. Findings indicate these teachers utilized a diversity of co-taught models, but 1 model (1 lead, 1 support) dominated their planning. Areas of concern focused on a lack of focus on behavior and utilization of technology for students with disabilities. © 2012 Copyright Taylor and Francis Group, LLC.

Publication Date

7-1-2012

Publication Title

Journal of Educational and Psychological Consultation

Volume

22

Issue

3

Number of Pages

208-226

Document Type

Article

Personal Identifier

scopus

DOI Link

https://doi.org/10.1080/10474412.2012.706561

Socpus ID

84865232167 (Scopus)

Source API URL

https://api.elsevier.com/content/abstract/scopus_id/84865232167

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