General and special education students’ perceptions of co-teaching: Implications for secondary-level literacy instruction

Reading and Writing Quarterly

Volumn 22, Issue 3, 2006, Pages 205-225

  Wilson, Gloria Lodato ^a   Michaels, Craig A ^b  

^a HOFSTRA UNIVERSITY   (United States)

^b CITY UNIVERSITY OF NEW YORK   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 43249151715     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573560500455695     Document Type: Article

References (46)

1. American Psychological Association. (1985). Standards for educational and psychological testing. Washington, DC: Author.
2. Austin, V. L. (2001). Teachers' beliefs about co-teaching. Remedial and Special Education, 22(4), 245-255.
3. Baglieri, S. & Knopf, J. H. (2004). Normalizing difference in inclusive teaching. Journal of Learning Disabilities, 37, 525-529.
4. Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17-22.
5. Bursuck, W. D., Munk, D. D., & Olsen, M. M. (1999). The fairness of report card grading adaptations: What do students with and without learning disabilities think? Remedial and Special Education, 20(2), 84-92, 105.
6. Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curve analysis. Journal of Educational Psychology, 88, 3-17.
7. Friend, M. & Pope, K. (2005). Creating schools in which all students can succeed. Kappa Delta Pi Record, Winter, 41(2), 56-61.
8. Fuchs, L. & Fuchs, D. (1998). General educators' instructional adaptation for students with learning disabilities. Learning Disability Quarterly, 21, 23-33.
9. Gerber, P. J. & Popp, P. A. (1999). Consumer perspectives on the collaborative teaching model: Views of student with and without LD and their parents. Remedial and Special Education, 20(5), 288-296.
10. Guthrie, J. T. & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 59-86.
11. Individuals with Disabilities Education Improvement Act. (2004). 20 U.S.C. Chapter 33, Section 1412(5)(B), Individuals with Disabilities Education Act. Conference Report on H. R. 1350.
12. Janney, R. & Snell, M. E. (2004). Modifying schoolwork. 2nd ed. Baltimore: Paul H. Brookes.
13. Joftus, S. (2002). Every child a graduate: A framework for an excellent education for all middle and high school students. Washington, DC: Alliance for Excellent Education.
14. Justice, L. M. & Kaderavek, J. (2004). Exploring the continuum of emergent to conventional literacy: Transitioning special learners. Reading and Writing Quarterly: Overcoming Learning Difficulties, 20, 231-236.
15. King, I. C. (2003). Examining middle school inclusion classrooms through the lens of learner-centered principles. Theory into Practice, 42(2), 151-157.
16. Klingner, J. K., Vaughn, S., Schumm, J. S., Cohen, P., & Forgan, J. W. (1998). Inclusion or pull-out: Which do students prefer? Journal of Learning Disabilities, 31(2), 148-158.
17. Kortering, J. & Braziel, P. (1999). School dropout from the perception of former students: Implications for secondary special education programs. Remedial and Special Education, 20(2), 78-83.
18. Kortering, J. & Braziel, P. (2002). A look at high school programs as perceived by youth with learning disabilities. Learning Disability Quarterly, 25(Summer), 25(3), 177-188.
19. Lan, W. & Lanthier, R. (2003). Changes in students' academic performance and perceptions of school and self before dropping out of schools. Journal of Education for Students Placed at Risk, 8, 309-332.
20. Lenz, K. L., Deshler, D. D., & Kissam, B. R. (2004). Teaching content to all: Evidence-based inclusive practices in middle and secondary schools. Boston: Allyn & Bacon.
21. Mastropieri, M. A. & Scruggs, T. E. (2004). The inclusive classroom: Strategies for effective instruction. 2nd ed. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
22. Mastropieri, M. A., Scruggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270.
23. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis. 2nd ed. Thousand Oaks, Calif: Sage Publications.
24. Murawski, W.W. & Swanson, H. L. (2001). A meta-analysis of co-teaching research: Where are the data? Remedial and Special Education, 22(5), 258-267.
25. National Education Goals Panel. (2000). Principles and recommendations for early childhood assessment. Washington, DC: Author.
26. National Institute of Child Health and Human Development. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Report of the National Reading Panel. NIH Publication no. 00-4769. Washington, DC: U.S. Government Printing Office.
27. Nevo, B. (1985). Face validity revisited. Journal of Educational Measurement, 22, 287-293.
28. No Child Left Behind Act of 2001. (2002). Pub. L. No. 107-110, 115, Stat. 1425, codified in 20 U.S.C. x 6301 et seq.
29. Pedhazur, E. J. & Schmelkin, L. P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
30. Salend, S. J. & Duhaney, L. M. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2), 114-126.
31. Salend, S. J. & Duhaney, L.M. (2002). Grading students in inclusive settings. Teaching Exceptional Students, 34(3), 8-15.
32. Sapon-Shevin, M. (2003). Equity, excellence, and school reform: Why is finding a common agenda so hard? In J. Borland (Ed.), Rethinking gifted education (pp. 127-142). New York: Teachers College Press.
33. Schumm, J. & Vaughn, S. (1995). Getting ready for inclusion: Is the stage set? Learning Disabilities Research & Practice, 10, 169-179.
34. SPSS, Inc. (2001). SPSS for Windows V 11.5. Chicago: SPSS, Inc.
35. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
36. Tesch, R. (1990). Qualitative research: Analysis types and software tools. New York: Falmer.
37. Tomlinson, C., Callahan, C., Tomchin, E., Eiss, N., Imbeau, M., & Landrum, M. (1997). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Exceptional Children, 63, 269-282.
38. Turnbull, R., Turnbull, A., Shank, M., & Smith, S. J. (2004). Exceptional lives: Special education in today's schools. 4th ed. Upper Saddle River, NJ: Pearson.
39. United States Department of Education. (2001). To assure the free appropriate public education of all children with disabilities: Twenty-third Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
40. Vaughn, S. & Schumm, J. (1994). Middle school teachers' planning for students with learning disabilities. Remedial and Special Education, 15, 151-162.
41. Wagner, M., Blackorby, J., & Hebbeler, K. (1993). Beyond the report card: The multiple dimensions of secondary school performance of students with disabilities. A report from the national longitudinal transition study of special education students. Menlo Park, Calif: SRI International.
42. Walpole, S., Justice, L. M., & Invernizzi, M. A. (2004). Closing the gap between research and practice: Case study of school-wide literacy reform. Reading and Writing Quarterly: Overcoming Learning Difficulties, 20, 261-283.
43. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419.
44. Whinnery, K. W. & King, M. (1995). Perceptions of students with learning disabilities. Preventing School Failure, 40, 5-9.
45. Yell, M. (1998). The law and special education. Upper Saddle River, NJ: Merrill= Prentice Hall.
46. Zigmond, N. & Magiera, K. (2001). Current practice alerts: A focus on coteaching-use with caution. Alerts, 6, 1-4.