Collaborative co-teaching models and specially designed instruction in secondary education: A new inclusive consultation model

ABSTRACT

Presented in this article are the rationale and construct of a new consultative teaching model for the inclusive instruction of students with learning disabilities in secondary schools. The inclusive consultation model (ICM) is a proposed alternative to traditional co-teaching models as described in the extant literature. In recognition of the particular instructional needs for secondary-level students, this model includes structured collaboration and delineated roles for each teacher, and emphasis on providing specially designed instruction (SDI) that is one-on-one between students and special education teachers. The ICM meets federal requirements for inclusion and is flexible and potentially useful for any academic subject at the secondary level. The ICM promotes students' transition from high school to college and career readiness.

KEYWORDS:

• Consultation model
• co-teaching
• inclusion
• secondary school students
• special education

Additional information

Notes on contributors

Pamela DeMartino

Notes on contributors

Pamela A. DeMartino, Esq., is an adjunct professor at Widener University Commonwealth Law School and a 12th-grade English teacher at Boyertown Area Senior High. Her research interests include transitioning students to postsecondary studies and legal reform in special education.

Philip Specht

Philip Louis Specht is pursuing an education doctorate in Transformational Teaching and Learning at Kutztown University. He is also an English special education teacher at Boyertown Area Senior High. His dissertation research is focused on promoting executive functioning skills for secondary special education students.