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This chapter reports on the results from several extended qualitative investigations of co-teaching in science and social studies content area classes, on both elementary and secondary levels. In these investigations, co-teaching partners were studied and interviewed over several years, with the view of uncovering attitudes and procedures closely associated with successful collaborative partnerships. In some cases, these investigations took place in the context of implementation of research-based instructional strategies. Analysis of data from these investigations revealed that there was considerable variability in the way co-teaching practices were implemented, the attitudes toward co-teaching expressed by teachers, and the success of the co-teaching partnerships. It was thought that several variables, including content expertise, concerns for high-stakes testing, and the personal compatibility of co-teachers played an important role in the success of the co-teaching relationship.

In this chapter, recent research applications in secondary content-area instruction for students with learning or behavioral disabilities are reviewed. Included are research studies in the areas of English, SAT vocabulary, world history, algebra, social studies, and chemistry. Generally, instructional strategies that have included strategy instruction, peer mediation, as well as mnemonics and other verbal elaborations, have been effective in substantially improving learning performance. Implications for practice and future research are discussed.

The field of learning disabilities has been greatly influenced by both legal and policy decisions throughout its relatively short history. This chapter presents an overview of the historical analysis of learning disabilities and inclusion to provide a context for the present. An analysis of the studies conducted examining effects of inclusive interventions with students with learning disabilities is provided. Finally, predictions for the future of learning disabilities and inclusion are made based on the historical analysis and literature reviewed. Implications for educators, policy, and practice are made.

Teaching materials were developed for increasing learning in important history content, and teachers, parents, and peers were trained in strategies for implementing these materials in inclusive classrooms, using a variety of procedures. After a 9-week period of guided and supervised instruction, results from posttests indicated that higher student achievement resulted from the implementation of experimental materials by trained teachers, parents, and peers. A significant condition by group interaction revealed that, although both student groups benefited, the peer-tutoring procedure differentially facilitated learning by students with mild disabilities in inclusive classrooms. Implications for teaching, and for teacher and parent training are provided.

Inclusion, state mandated achievement tests, current instructional materials and practice and the academic needs of an increasingly diverse student population have converged necessitating an in-depth review of instructional strategy research accomplished with students with mild disabilities. After confirming the value of social studies content this chapter provides context for the exploration of instructional strategies for social studies instruction by first investigating research on social studies textbooks, teacher use of these texts and some student characteristics that make using these materials difficult. Background and implications of mandated assessments and the inclusion movement is provided. A review of intervention strategy research concludes with a discussion on the implications for instruction. Suggestions on how to embed strategies into ongoing daily instruction are provided.

Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed. Studies have included significant diversity in grade level, geographical location, setting, and took place in three different countries. Overall, teachers and administrators reported a high degree of satisfaction with co-teaching. However, a number of needs were also addressed, including administrative support, appropriate caseloads, planning time, student skill level, and co-teacher compatibility. Implications for research and practice are discussed.

This chapter provides a descriptive review of recent intervention research practices intended to improve the literacy skills of students with emotional or behavioral disabilities (EBD). A systematic search procedure identified 21 investigations that had been published in the past five years. These studies are described within the categories of peer-mediated literacy interventions, reading interventions, and writing interventions. Generally, it has been found that such practices as peer mediation, direct instruction (DI), cognitive text mapping, and writing strategy instruction including the Self-Regulated Strategy Development (SRSD) model have led to substantial improvement in the literacy skills of students with EBD. These strategies were apparently successful because they served generally to focus student attention and to provide cognitive models for executing literacy tasks. Implications for practice and future research are provided.