Co-Teaching With Strategy Instruction

Abstract

Despite the popularity of co-teaching and widespread professional literature describing exemplary co-teaching practices, this instructional approach has yet to realize its potential. One way to increase the effectiveness of co-teaching is for special educators to contribute meaningfully by assuming the role of strategy leader in the co-taught classroom. This article provides examples of how special educators can define their role in co-taught classrooms by contributing purposefully through evidence-based strategy instruction.