Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

A Veteran Special Education Teacher and a General Education Social Studies Teacher Model Co-teaching: The CoPD Model

  • Karen A. Thomas-Brown, Ph.D. Assistant Professor (Author) University of Michigan-Dearborn image/svg+xml
  • Peggy Sepetys (Author) Special Education Teacher Consultant University of Michigan-Dearborn image/svg+xml
DOI
https://doi.org/10.64546/jaasep.157
Abstract
This research explores using participant ethnography, the theoretical and practical underpinnings of the combination pedagogical approach of co-teaching and embedded professional development within the Co-teaching Professional Development Approach (CoPD). The structure of this approach is presented and the research findings examine the outcomes of this approach within the context of two general education social studies classrooms. The findings indicate that CoPD offers a suitable approach to accommodating with students with disabilities in a specific general educational setting while demonstrating the potential content knowledge benefits to special educators, the pedagogical benefits to the general educators and the academic and social benefits to students with disabilities.
Keywords
Teacher Role, Special Education Teachers, Faculty Development, Regular and Special Education Relationship, Team Teaching, Social Studies
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How to Cite
Thomas-Brown, K. A., & Sepetys, P. (2011). A Veteran Special Education Teacher and a General Education Social Studies Teacher Model Co-teaching: The CoPD Model. Journal of the American Academy of Special Education Professionals, 6(3), 109-125. https://doi.org/10.64546/jaasep.157

Fall 2011

Article Information

  • Article Type Articles
  • Submitted August 17, 2011
  • Published October 15, 2011
  • Issue Fall 2011
  • Section Articles
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