Coteaching An Inclusive Curriculum for Transition

Abstract

dents. This article describes how coteaching in a general education life skills class became an effective way to provide inclusive instruction—to benefit all of the students, both with and without disabilities. By discussing a specific collaborative effort in some detail, including the students involved, the nature of collaboration, and the transition curriculum with inclusive accommodations, this article shows how coteaching can promote inclusion and meet the needs of all students. The collaborative team unified separate special education and general education transition efforts within a general education transition class. Inclusive Changes The coteachers of the “Survival Skills” class restructured their curriculum in the midst of larger inclusion and restructuring efforts at Ralston High School in Ralston, Nebraska, with an enrollment of about 1,200 students. General education course offerings at Ralston included a full array of college preparatory and basic academic classes, elective courses, and honors classes. Special education services within the building provided a continuum of