Differentiating instruction in co-taught classrooms for students with emotional/behaviour difficulties

Abstract

Students with emotional and behavioural difficulties (EBD) are increasingly receiving more of their instruction in the general education classroom where they have access to a rigorous curriculum and a highly qualified teacher. In some cases, a co-taught classroom (one in which a general educator and a special service provider equally co-plan, co-teach, and co-assess) can provide many benefits to students with EBD, especially if co-teachers differentiate their instruction. This article provides an overview of co-teaching and illustrates how co-teachers can differentiate instruction for students with EBD in co-taught classrooms for students ages 9–18.

Keywords:

• co-teaching
• differentiation
• inclusion