Students with special needs are increasingly being served in the general education classroom. Co-teaching is one service delivery option designed to meet those needs. The purpose of this article is to synthesize data-based articles pertaining to co-teaching between general and special education personnel. Of 89 articles reviewed, only 6 provided sufficient quantitative information far an effect size to be calculated. Effect sizes for the individual studies ranged from low (0.24) to high (0.95), with an average total effect size of 0.40. Dependent measures were varied and included grades, achievement scores, and social and attitudinal outcomes. Results indicate that further research is needed to substantiate that co-teaching is an effective service delivery option for students with disabilities. |
Once a child’s needs are identified, the IEP team works to develop appropriate goals to address those needs. Annual goal describe what the child is expected to do or learn within a 12-month period. |
This research analyzed the combined results of 3 meta-analyses that examined the extent to which a variety of measures of specific abilities related to reading. More than 450 studies were reviewed, and almost 11,000 different coefficients were analyzed. The best predictors of reading proved to be other written language abilities (i.e., abilities involving print). The implications were: (1) Professionals interested in improving literacy skills should focus on teaching written language abilities such as print awareness and book handling, letters, phoneme-letter correspondences, word recognition, alphabet knowledge, and comprehension; and (2) the current interest in the role of nonprint abilities in reading such as phonological awareness, rapid naming, intelligence, and memory might be overemphasized. (PsycINFO Database Record (c) 2004 APA, all rights reserved)(journal abstract) |
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