LAUSR

Student understanding of content can be dependent on the pedagogies that co-teachers plan and implement, regardless of which co-teaching model they use. However, when co-teachers vary instruction using different co-teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and more opportunities to be taught using evidence-based practices. In this article, 'PEDAGOGY' is used as an acronym to describe ways in which co-teachers can design and deliver instruction using various co-teaching models in multiple content areas at the secondary level. [ABSTRACT FROM AUTHOR]