Chapter 11: Coordinating Instruction, Collaborating, and Coteaching


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Notes and Concepts



Chapter 11 focuses on the nuts and bolts of working in a school setting. Starting a program to serve students with special needs, scheduling issues and delivery models are considered. Strategies for effective inclusion and collaborating and coteaching with general classroom teachers are discussed.

Look for the following key concepts/ideas as you read:


  • characteristics of students with learning and behavior problems

  • factors to be considered when determining how serious a a learning or behavior problem is
  • learning environments for students with learning and behavior needs

  • teaching-learning process

  • features of effective instruction

  • designing instruction


Go to Part 2- Summary of Ideas

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Part 2: Study Questions

In the same way that management and communication are the cornerstone of business, so are they the cornerstone of effective teaching.



Read Chapter 11. Use the following questions to guide your reading and find meaning in this chapter:

  • Describe how to arrange the instructional environment of the special education classroom for large-group instruction, small-group instruction, one-to-one instruction, independent learning, collaborative/cooperative learning, and peer teaching.

  • Explain how to arrange the physical environment of the special education classroom.

  • Describe how to select, develop, and organize instructional materials and equipment.
  • Summarize scheduling considerations to meet the needs of special education students and their general classroom teachers.

  • Outline classroom management practices that help create an environment in which instruction and learning can occur.

  • Summarize some of the problems and solutions when mainstreaming and including special education students.

  • Describe working with general education teachers to ensure the success of students with learning and behavior problems.

  • Compare and contrast the three models: Coteaching, teacher assistance teams, and collaboration in the schools.

When you finish studying this chapter, please go to the class interactive pages and take the self test for Chapter 11.


Go to Part 3- World Wide Web Resources

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World Wide Web Resources



Examine the following World Wide Web links and consider their perspectives based on information from Chapter 11.


Pull-Out or Pull-In? What Works Best?
Rather than pulling students with learning disabilities out into specialized programs, today, more and more we are hearing about "pulling in" children with LD into the general education classroom. This article considers the strengths and limitations of each.

National Association of School Psychologists' Position Statement on Inclusive Programs
NASP advocates the development of inclusive programs for students with disabilities. Inclusive programs are those in which students, regardless of the severity of their disability, receive appropriate specialized instruction and related services within an age appropriate general education classroom in the school that they would attend if they did not have a disability.

Neverstreaming: Preventing Learning Disabilities
A widely discussed concept, Neverstreaming, is surfacing as a concept for service delivery under new IDEA requirements. In this article, Robert Slavin, describes the idea of Neverstreaming in an article he wrote for Education Leadership.

This Website is designed for general education teachers, special education teachers, parents, and school staff to help provide some answers about how inclusive education can be accomplished.


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