Active Instruction for Co-Teachers in a Support Role. (May 2020)

• Record Type: Journal Article
• Authors: King-Sears, Margaret E.; Jenkins, Melissa C.
• Is Part Of: Intervention in school and clinic. Volume 55:Number 5(2020:May)
• Page Start: 301
• Page End: 306
• Publication Date: 2020-05
• Subjects: instruction -- content area -- co-teaching -- collaboration; Learning disabled children -- Education -- Periodicals; Problem children -- Education -- Periodicals; Behavior disorders in children -- Periodicals; Special education -- Periodicals; 371.9
• DOI: 10.1177/1053451219881729
• Languages: English
• ISSNs: 1053-4512

Abstract

One-teach/one-assist and one-teach/one-observe are the two most widely used co-teaching models. Special educators often take on the support role when these models are used. At times, co-teachers in the support role may be unclear about how to implement active instructional practices that engage students and improve student outcomes. In this article, opportunities to respond and contingent support are described as two research-based practices that can be implemented by co-teachers in the support role.