The balance of awareness of student disabilities, providing supports and accommodations necessary for the success of special education students, and a high understanding curriculum contents is a challenge for special educators in the co-taught setting. This study investigates the effect the relationship between the number of curricula in which the special educator is co-teaching has, on student achievement. Statistical analysis was conducted to compare both the results on state mandated end of course examinations, and course grades in classrooms where the special education coteacher was responsible for one curriculum content where they were responsible for two and three curricula. Findings show a significant difference in student achievement only between classrooms where the special educator was responsible for one curriculum and where they were responsible for two. In looking at the mean achievement results for end of course examinations and course grades, students in the classrooms where the special educator was responsible for three curriculum contents earned higher scores. Results indicate that factors or a combination of factors, other than curricula content knowledge of the special education co-teacher, play a greater role in effecting the achievement of the special education students in the co-taught classroom.
|Commitee:||Bertrand, Lisa, Dalton, Margaret, Stader, David, Watkins, Paul|
|School:||University of Missouri - Columbia|
|School Location:||United States -- Missouri|
|Source:||DAI-A 80/08(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, Educational administration|
|Keywords:||Co-taught classroom, Co-teaching, Curriculum, Special education, Student achievement|
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