Literaturnachweis - Detailanzeige
| Autor/inn/en | Conderman, Greg; Hedin, Laura |
|---|---|
| Titel | Differentiating Instruction in Co-Taught Classrooms for Students with Emotional/Behaviour Difficulties |
| Quelle | In: Emotional & Behavioural Difficulties, 20 (2015) 4, S.349-361 (13 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1363-2752 |
| DOI | 10.1080/13632752.2014.976918 |
| Schlagwörter | Emotional Disturbances; Behavior Problems; Inclusion; Individualized Instruction; Mainstreaming; Regular and Special Education Relationship; Team Teaching; Teaching Methods; Elementary Secondary Education; Adolescents; Preadolescents |
| Abstract | Students with emotional and behavioural difficulties (EBD) are increasingly receiving more of their instruction in the general education classroom where they have access to a rigorous curriculum and a highly qualified teacher. In some cases, a co-taught classroom (one in which a general educator and a special service provider equally co-plan, co-teach, and co-assess) can provide many benefits to students with EBD, especially if co-teachers differentiate their instruction. This article provides an overview of co-teaching and illustrates how co-teachers can differentiate instruction for students with EBD in co-taught classrooms for students ages 9-18. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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