In chapter 9 the authors discuss the inclusion of students with disabilities in advanced classes. They note that advanced classes are usually not team taught, but believe that teachers in these classes should still follow IEP accommodations and modifications to help students with disabilities (Sweeden et al., 2010). They also feel it is important that teachers should discuss classroom behaviour, as well as academic and laboratory issues, with a special education case manager whenever possible.
Chapter 10 focuses on students who have diverse cultural backgrounds and languages and is a helpful guide to fostering student learning with the help of instructional assistants, specialists, administrators, and parents. Chapter 11 summarizes 25 years of co-teaching of scien-ce in America, and notes that during co-teaching the special education teacher can gain expertise in science topics while, at the same time, the science teacher has the opportunity to learn from strategies developed by special education teachers.
In chapter 9 the authors discuss the inclusion of students with disabilities in advanced classes. They note that advanced classes are usually not team taught, but believe that teachers in these classes should still follow IEP accommodations and modifications to help students with disabilities (Sweeden et al., 2010). They also feel it is important that teachers should discuss classroom behaviour, as well as academic and laboratory issues, with a special education case manager whenever possible.
Chapter 10 focuses on students who have diverse cultural backgrounds and languages and is a helpful guide to fostering student learning with the help of instructional assistants, specialists, administrators, and parents. Chapter 11 summarizes 25 years of co-teaching of scien-ce in America, and notes that during co-teaching the special education teacher can gain expertise in science topics while, at the same time, the science teacher has the opportunity to learn from strategies developed by special education teachers.
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