In this issue of District Management Journal, we explore how strengthening core instruction and blurring the often-sharp divide that exists between general education and special education can help better meet the needs of students with disabilities. We delve into tactics such as involving general education teachers in the special education process; providing instructional coaching to support general education teachers; providing rigorous grade-level content for all students; and modifying schedules so that intervention is not provided on a pull-out basis during core instruction. Moving beyond the silos of general education and special education to focus on improving core instruction will help better serve students with disabilities and all students.
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