High School Journal
The writers discuss the challenges related to instructing a diverse secondary-level student population. Many elementary and middle school teachers are benefiting from working collaboratively toward common instructional goals. Through collaboration, general and special education teachers can better address the content area needs of the individual students, foster a greater sense of shared responsibility for educating a heterogeneous population of students, increase communication across professional disciplines, enlarge the knowledge base and teaching repertoire of participants, and establish rewarding and long-lasting professional relationships. The concept of A Secondary Student Instructional Support Team (ASSIST) provides a realistic means for implementing the “class within a class” model that can better serve a heterogeneous student population. ASSIST is generally made up of teachers of various subject areas as well as one or more specialists. Placement of special needs students happens within and across team-taught classes. This is consistent with block scheduling options and facilitates the establishment of a positive attachment to team-mediated instruction. In addition, ASSIST can give students a mix of direct and indirect instructional support.
Original Publication Citation
Gable, R. A., Manning, M. L., & Hendrickson, J. M. (1997). A secondary student instructional support team (ASSIST): Teachers face the challenge of student diversity. High School Journal, 81(1), 22-27.
Gable, Robert A.; Manning, M. Lee; Hendrickson, Jo M.; and Rogan, Joseph P., "A Secondary Student Instructional Support Team (ASSIST): Teachers Face the Challenge of Student Diversity" (1997). Communication Disorders & Special Education Faculty Publications. 27.