Co-Assessment of Special Learners: A Call for Special and General Education to Unite

Choate, Joyce S.

doi:10.1080/1045988x.1993.9944612

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…A deeper understanding of the meaning of co-teaching can be derived by distinguishing it from other activities on behalf of students as we have done above. For example, we agree with others who clarify that co-assessment (Choate, 1993), problem solving and intervention planning teams (Graden, 1989;Phillips & McCullough, 1990;Pugach & Johnson, 1989), consultation (Heron & Harris, 1993), and individualized educational planning teams (Friend & Cook, 1996) are distinct activities in which educators might participate collaboratively to enhance education and services. Co-teaching will benefit from educators' collaborative efforts in all of these and similar activities.…”

Section: Further Sorting Vocabularysupporting

confidence: 62%

Co-Teaching: Guidelines for Creating Effective Practices

Cook¹,

Friend²

2017

Exceptional

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When teachers discuss co-teaching, a similar understanding of the co-teaching concept is important. Our definition is as follows: two or more professionals delivering substantive instruction to a diverse, or blended, group of students in a single physical space. This definition includes four key components which are elaborated here. First, co-teaching involves two educators*, and occasionally, more. For purposes of the discussion here, one of the professionals is a general education teacher and the other is a special educator-either a special education teacher or a specialist in one of the related services such as a speec1i/language therapist. Another configuration of teachers falling under the rubric of co-teaching may be two middle school teachers teaching English and social studies in an integrated block. The intent here, however, is to focus on the somewhat unique possibilities that occur from the different but complementary perspectives of the professionals involved: General educators who specialize in under tanding, structuring, and FOCUSOO Exce_ntional children ISSN0015-511X FOCUS ON EXCEPTIONAL CHILDREN (USPS 203-360) is published monthly except June, July, and August as a service to teachers, special educators, curriculum specialists, administrators, and those concerned with the special education of exceptional children. This publication is annotated and indexed by the ERIC Clearinghouse on Handicapped and Gifted Children for publication in the monthly Current Index to Journals in Education (CUE) and the quarterly index, Exceptional Children Education Resources (ECER). The full text of Focus on Exceptional Children is also available in the electronic versions of the Education Index.

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Section: Further Sorting Vocabularysupporting

confidence: 62%

Co-Teaching: Guidelines for Creating Effective Practices

Cook¹,

Friend²

2017

Exceptional

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“…For example, we agree with others who clarify that co-assessment (Choate, 1993), problem solving and intervention planning teams (Graden, 1989;Phillips & McCullough, 1990;Pugach & Johnson, 1989), consultation (Heron & Harris, 1993), and individualized educational planning teams (Friend & Cook, 1996) are distinct activities in which educators might participate collaboratively to enhance education and services. Co-teaching will benefit from educators' collaborative efforts in all of these and similar activities.…”

Section: Further Sorting Vocabularymentioning

confidence: 96%

Co-Teaching: Guidelines for Creating Effective Practices

Cook¹,

Friend²

2017

focusXchild

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Supporting Student Voice in Transition Planning

Thoma¹

1999

TEACHING Exceptional Children

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CoIle( Colleen A. T h o i n aStudents exiting high school are more likely to have a job and a place to live than when transition planning was first mandated by the Individuals with Dis abilities Education Act (IDEA) in 1990 and was included in the Amendments of 1997 (20 U.S.C. 1401(a)( 19)). Yet a study conducted jointly by the National Orga nization on Disability and Louis Harris and Associates (1998) found that adults with disabilities are more likely to be un employed, lonely, and unhappy with their lives than are adults without disabilities. The authors stated: Americans with disabilities still face gaps in securing jobs, edu cation, accessible transportation and in many areas of daily life in cluding recreation and worship. . . . [There are] significant gaps between the employment rates of workers with disabilities and those without disabilities. Only 29% of persons with disabilities of working age (18-64) work full or part-time, compared to 79% of those without disabilities. . . . Of those with disabilities of working age who are not working, 72% say that they would prefer to work. (1998, p. 1

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Co-Assessment of Special Learners: A Call for Special and General Education to Unite

Cited by 4 publications

References 3 publications

Co-Teaching: Guidelines for Creating Effective Practices

Co-Teaching: Guidelines for Creating Effective Practices

Co-Teaching: Guidelines for Creating Effective Practices

Supporting Student Voice in Transition Planning

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