This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.
|School:||Trevecca Nazarene University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 78/01(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Special education|
|Keywords:||Co-teaching, Coteaching, Inclusion, Special education|
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