Instructional Modifications, Adaptations, and Accommodations of Coteachers Who Loop: A Descriptive Case Study

Autor/inn/en	Nevin, Ann I.; Cramer, Elizabeth; Voigt, Jorine; Salazar, Liliana
Titel	Instructional Modifications, Adaptations, and Accommodations of Coteachers Who Loop: A Descriptive Case Study
Quelle	In: Teacher Education and Special Education, 31 (2008) 4, S.283-297 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406408330648
Schlagwörter	General Education; Disabilities; Looping (Teachers); Special Education Teachers; Grade 4; Teacher Educators; English (Second Language); Grade 3; Case Studies; Teaching Methods; Outcomes of Education; Reading Achievement; Mathematics Achievement + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; School year 04; 4. Schuljahr; Schuljahr 04; Teacher education; Education; Lehrerausbildung; Lehrerbildung; English as second language; English; Second Language; Englisch als Zweitsprache; School year 03; 3. Schuljahr; Schuljahr 03; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	When teachers move to the next grade with their students, they are sometimes referred to as teachers who loop with the children. In this descriptive case study, the authors describe the experiences of two teachers who collaborate with others as they move with a class of students from third to fourth grade (i.e., looping). The classroom context, coteaching procedures, and outcomes combine to illustrate how children with disabilities are provided access to the general education curriculum in an urban multicultural school. Results show both academic gains and social benefits for the students involved in this classroom. The concepts of coteaching and looping may inform teacher educators who prepare general and special education teachers to comply with state and federal mandates on behalf of students with disabilities in the general education setting, students who are learning English as a second language, and students who may be at risk for failure. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10