COLLABORATIVE INSTRUCTION - IS IT AN EFFECTIVE OPTION FOR INCLUSION IN SECONDARY CLASSROOMS

Through the use of a four-part experimental design, this study examine d the effects of a collaborative instructional model in inclusive seco ndary classes in which students with mild disabilities and low-achievi ng students were enrolled, Measures included the instructional actions of teachers, teacher satisfaction with the instructional model, stude nt engagement, student use of four strategic skills, and student perfo rmance on content tests. After receiving training in the model, teache rs' mediation of student learning and their involvement in instruction al roles increased over baseline levels. Teachers were satisfied with the model as well. Mixed results on the student measures suggest that prevailing assumptions about the effectiveness of collaborative instru ction in inclusive secondary classes need to be reexamined, Study find ings have implications for educational policy, teacher training, and c lassroom practice.