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

References

• Boyer, L., and R. Mainzer. 2003. “Who’s Teaching Students with Disabilities?” TEACHING Exceptional Children 35 (6): 8–11.
   Google Scholar
• Burstein, N., S. Sears, A. Wilcoxen, B. Cabello, and M. Spagna. 2004. “Moving Toward Inclusive Practices.” Remedial and Special Education 25 (2): 104–116. doi:10.1177/07419325040250020501.
   Web of Science ®Google Scholar
• Conderman, G. 2011. “Methods for Approaching Conflict in Co-Taught Classrooms.” Intervention in School and Clinic 46: 221–229.
   Web of Science ®Google Scholar
• Conderman, G., V. Bresnahan, and L. Hedin. 2011. “Promoting Active Involvement in Today’s Classrooms.” Kappa Delta Pi Record 47 (4): 174–180. doi:10.1080/00228958.2011.10516587.
   Google Scholar
• Conderman, G., and L. Hedin. 2012. “Purposeful Assessment Practices for Co-Teachers.” TEACHING Exceptional Children 44 (4): 18–27.
   Google Scholar
• DelliCarpini, M. 2006. “Scaffolding and Differentiating Instruction in Mixed Ability ESL Classes Using a Round Robin Activity.” The Internet TESL Journal XII (3). http://iteslj.org/Techniques/DelliCarpini-RoundRobin.html
   Google Scholar
• Dettmer, P., L. Thurston, A. Knackendoffel, and N. Dyck. 2009. Collaboration, Consultation, and Teamwork. 6th ed. Columbus, OH: Pearson.
   Google Scholar
• Friend, M., and W. Bursuck. 2012. Including Students with Special Needs: A Practical Guide for Classroom Teachers. Upper Saddle River, NJ: Pearson.
   Google Scholar
• Friend, M., and L. Cook. 2013. Interactions: Collaboration Skills for School Professionals. 7th ed. Boston, MA: Pearson Education.
   Google Scholar
• Friend, M., L. Cook, D. Hurley-Chamberlain, and C. Shamberger. 2010. “Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education.” Journal of Educational and Psychological Consultation 20 (1): 9–27. doi:10.1080/10474410903535380.
   Web of Science ®Google Scholar
• Gargiulo, R., and D. Metcalf. 2010. Teaching in Today’s Inclusive Classrooms: A Universal Design for Learning Approach. Belmont, CA: Wadsworth.
   Google Scholar
• Gartin, B., N. Murdick, M. Imbeau, and D. Perner. 2002. How to Use Differentiated Instruction with Students with Developmental Disabilities in the General Education Classroom. Arlington, VA: Division on Developmental Disabilities, Council for Exceptional Children.
   Google Scholar
• Hardy, G. 2012. Emotional Behavior Disorder: Accommodations and Modifications. http://www.achildwithneeds.com/disabilities/emotional-disability/emotional-behavioral-disorder-accommodations-and-modifications/
   Google Scholar
• Holloway, J. 2000. “Research Link/Preparing Teachers for Differentiated Instruction.” Educational Leadership 58 (1): 82–83.
   Web of Science ®Google Scholar
• Hunt, P., G. Soto, J. Maier, and K. Doering. 2003. “Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms.” Exceptional Children 69 (3): 315–332. doi:10.1177/001440290306900304.
   Web of Science ®Google Scholar
• Idol, L. 2006. “Toward Inclusion of Special Education Students in General Education: A Program Evaluation of Eight Schools.” Remedial and Special Education 27 (2): 77–94. doi:10.1177/07419325060270020601.
   Web of Science ®Google Scholar
• Karten, T. 2010. Inclusion Strategies that Work! Research-Based Methods for the Classroom. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Kauffman, J., and T. Landrum. 2009. Characteristics of Emotional and Behavioral Disorders of Children and Youth. 9th ed. Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Kozen, A., R. Murray, and I. Windell. 2006. “Increasing All Students’ Chance to Achieve: Using and Adapting Anticipation Guides with Middle School Learners.” Intervention in School and Clinic 41: 195–200. doi:10.1177/10534512060410040101.
   Web of Science ®Google Scholar
• Landrum, T. J., and K. A. McDuffie. 2010. “Learning Styles in the Age of Differentiated Instruction.” Exceptionality 18 (1): 6–17. doi:10.1080/09362830903462441.
   Web of Science ®Google Scholar
• Magiera, K., and N. Zigmond. 2005. “Co-Teaching in Middle School Classrooms Under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co-Taught and Solo-Taught Classes?” Learning Disabilities Research & Practice 20 (2): 79–85. doi:10.1111/j.1540-5826.2005.00123.x.
   Google Scholar
• McDuffie, K., T. Landrum, and J. Gelman. 2008. “Co-Teaching and Students with Emotional and Behavioral Disorders.” Beyond Behavior 17 (2): 11–16.
   Google Scholar
• McDuffie, K., M. Mastropieri, and T. Scruggs. 2009. “Differential Effects of Peer Tutoring in Co-Taught and Non-Co-Taught Classes: Results for Content Learning and Student-Teacher Interactions.” Exceptional Children 75: 493–510. doi:10.1177/001440290907500406.
   Web of Science ®Google Scholar
• Merhaut, J., and R. Snyder. 2010. Differentiating Instruction in Today’s Inclusive Classroom: Practical Suggestions for Classroom Teachers. Paper presented at the 39th annual Iowa Learning Disabilities Association Conference, Des Moines, IA, October.
   Google Scholar
• Meyer, A., and D. Rose. 2000. “Universal Design for Individual Differences.” Educational Leadership 58 (3): 39–43.
   Web of Science ®Google Scholar
• Murawski, W. 2006. “Student Outcomes in Co-Taught Secondary English Classes: How Can We Improve?” Reading and Writing Quarterly 22: 227–247. doi:10.1080/10573560500455703.
   Google Scholar
• Murawski, W., and L. Boyer. 2008. What Is Really Happening in Co-Taught Classes? One State Knows! Paper presented at the Teacher Education Division of the Council for Exceptional Children Conference, Dallas, TX, November.
   Google Scholar
• Murawski, W., and L. Dieker. 2004. “Tips and Strategies for Co-Teaching at the Secondary Level.” TEACHING Exceptional Children 36 (5): 52–58.
   Google Scholar
• Murawski, W., and H. Swanson. 2001. “A Meta-Analysis of Co-Teaching Research: Where are the Data?” Remedial and Special Education 22: 258–267. doi:10.1177/074193250102200501.
   Web of Science ®Google Scholar
• National Center for Education Statistics. 2007. Digest of Educational Statistics, 2006. Washington, DC: US Government Printing Office.
   Google Scholar
• Ogle, D. M. 1989. “The Know, Want to Know, Learn Strategy.” In Children’s Comprehension of Text: Research into Practice, edited by K. D. Muth, 205–223. Newark, DE: International Reading Association.
   Google Scholar
• Pisha, B., and P. Coyne. 2001. “Smart from the Start: The Promise of Universal Design for Learning.” Remedial and Special Education 22 (4): 197–203. doi:10.1177/074193250102200402.
   Web of Science ®Google Scholar
• Rea, P., V. L. McLaughlin, and C. S. Walther-Thomas. 2002. “Outcomes for Students with Learning Disabilities in Inclusive and Pull-Out Programs.” Exceptional Children 68: 203–222.
   Web of Science ®Google Scholar
• Reid, R., J. Gonzalez, P. Nordness, A. Trout, and M. Epstein. 2004. “A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance.” Journal of Special Education 38 (3): 130–143. doi:10.1177/00224669040380030101.
   Web of Science ®Google Scholar
• Rothenberg, C., and D. Fisher. 2007. Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson, Merrill Prentice Hall.
   Google Scholar
• Schaps, E. 2003. “Creating a School Community.” Educational Leadership 60 (6): 31–33.
   Web of Science ®Google Scholar
• Schumm, J., S. Vaughn, and J. Harris. 1997. “Pyramid Planning for Collaborative Planning.” TEACHING Exceptional Children 29 (6): 62–66.
   Google Scholar
• Scigliano, D., and S. Hipsky. 2010. “Three Ring Circus of Differentiated Instruction.” Kappa Delta Pi Record 46 (2): 82–86. doi:10.1080/00228958.2010.10516699.
   Google Scholar
• Scruggs, T., M. Mastropieri, and K. McDuffie. 2007. “Co-Teaching in Inclusive Classrooms: A Meta-Synthesis of Qualitative Research.” Exceptional Children 73: 392–416. doi:10.1177/001440290707300401.
   Web of Science ®Google Scholar
• Smith, T., B. Gartin, and N. Murdick. 2012. Including Adolescents with Disabilities in General Education Classrooms. Boston, MA: Pearson.
   Google Scholar
• Solar, E. 2011. “Prove Them Wrong: Be There for Secondary Students with an Emotional or Behavioral Disability.” TEACHING Exceptional Children 44 (1): 40–45.
   Google Scholar
• Tomlinson, C. 2003. Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsible Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Tomlinson, C., and J. McTighe. 2006. Integrating Differentiated Instruction and Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.
   Google Scholar
• Unrau, N. 2008. Content Area Reading and Writing: Fostering Literacies in Middle and High School Cultures. 2nd ed. Upper Saddle River, NJ: Merrill/Pearson.
   Google Scholar
• Walther-Thomas, C. 1997. “Co-Teaching Experiences: The Benefits and Problems that Teachers and Principals Report over Time.” Journal of Learning Disabilities 30 (4): 395–407. doi:10.1177/002221949703000406.
   PubMed Web of Science ®Google Scholar
• Wehman, P. 2006. Life beyond the Classroom: Transition Strategies for Young People with Disabilities. 4th ed. Baltimore, MD: Paul Brookes.
   Google Scholar
• Wilson, G., and C. Michaels. 2006. “General and Special Education Students’ Perceptions of Co-Teaching: Implications for Secondary-Level Literacy Instruction.” Reading and Writing Quarterly 22: 205–225. doi:10.1080/10573560500455695.
   Google Scholar
• Wormeli, R. 2006. Fair Isn't Always Equal: Assessment and Grading in the Differentiated Classroom. Portland, ME: Stenhouse.
   Google Scholar