:ase Studies in Co-Teaching in the Content Areas: Successes, Failures, and Challenges

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This article presents recent findings from several long-term qualitative investigations of co-teaching in science and social studies content-area classes, in which collaborating teachers and students with and without disabilities were observed and interviewed regarding effective practices and challenges associated with inclusion.

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HighBeam ResearchTitle: Case Studies in Co-Teaching in the Content Areas: Successes, Failures, and ChallengesDate: 5/1/2005; Publication: Intervention in School & Clinic; Author: Mastropieri, Margo A; Scruggs, Thomas E; Graetz, Janet; Norland, Jennifer; Et al Intervention in School & Clinic05-01-2005Case Studies in Co-Teaching in the Content Areas: Successes, Failures, and ChallengesByline: Mastropieri, Margo A; Scruggs, Thomas E; Graetz, Janet; Norland, Jennifer; Et alVolume: 40Number: 5ISSN: 10534512Publication Date: 05-01-2005Page: 260Type: PeriodicalLanguage: EnglishThis article presents recent findings from several long-term qualitative investigations of co-teaching in science and social studies content-area classes, in which collaborating teachers and students with and without disabilities were observed and interviewed regarding effective practices and challenges associated with inclusion. In some sites, collaborating teachers were provided with research-based effective strategies and materials for including students with disabilities in specific activities. Results were equivocal in that in some cases, collaboration was extremely effective and conducive for promoting success for students with disabilities in inclusive classes. In others, challenges remained that presented barriers for successful collaboration and inclusion for students with disabilities. Important mediating variables were identified as academic content knowledge, high-stakes testing

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