Dissertation/Thesis Abstract

A Case Study of a School District's Implementation of Co-teaching for Middle School Students with a Specific Learning Disability in Inclusive Classrooms
by Leonard, Pam, Ed.D., Southern Illinois University at Edwardsville, 2014, 87; 3639619
Abstract (Summary)

The purpose of this study was to examine the implementation and effectiveness of the inclusive co-taught classrooms for students with a specific learning disability at the middle school level in my district. The No Child Left Behind Act of 2001, requires that students with disabilities have access to the standardized assessments and make annual yearly progress, and demands greater accountability by school districts. The study was intended to investigate the perceptions of the parents, students and teachers of middle school students with a specific learning disability in co-taught classrooms about the implementation and effectiveness of the co-taught classroom, and whether the program placement had a direct effect on the state standardized test used to measure reading and math skills for the middle school students with a specific learning disability in co-taught classrooms. The standardized test is the Illinois Standardized Achievement Test (ISAT).

With most respondents in support of the program at this middle school, recommendations for improvements suggested including a workshop for parents; having more classroom time than intervention time, and co-teachers should learn more from each other.

Indexing (document details)
Advisor: Puchner, Laurel
Commitee: Buckley, Phillip, Hunt, John, Puchner, Laurel
School: Southern Illinois University at Edwardsville
Department: Educational Leadership
School Location: United States -- Illinois
Source: DAI-A 76/02(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational evaluation, Middle School education, Special education
Keywords: Co-teaching, Inclusive classrooms, Specific learning disability
Publication Number: 3639619
ISBN: 978-1-321-24216-4
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