ABSTRACT
This chapter presents an example of an inclusive, co-taught classroom infused with specially designed instruction. It clearly shows that the role of the special education teacher is to focus on addressing IEP goals, while the general education teacher brings their content expertise to the table. The specialist looks for ways to adapt the instruction, rather than just offering accommodations. When the special education teacher is able to integrate their expertise into the whole-group lesson, all students benefit. Students with IEPs receive specially designed instruction, while other students receive incidental benefit. Small group instruction may be necessary at times to provide the intensity of individualized instruction that students with disabilities need.
