The purpose of this qualitative phenomenological study was to explore the perceptions and lived experiences of teachers in co-teaching classrooms to better understand the relationship between co-teaching and outcomes for students with disabilities. Recent legislative demands, increasing rates of classification of children with disabilities in all age ranges, with high co-morbidity rates, is occurring simultaneous with increasing public school placement (U.S. Department of Education, 2001). Data collection consisted of interviewing public school teachers currently co-teaching in a suburban public middle school in Upstate New York. Five themes emerged from the data: (1) co-teaching definition context (2) instructional differentiation (3) measures of success (4) co-teacher relationships and (5) administrative responsibility. This current study supports a need for teachers to work collaboratively in the co-taught setting.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 71/09, Dissertation Abstracts International|
|Subjects:||Middle School education, Special education|
|Keywords:||Coteaching, Disabilities, Inclusion, Instructional differentiation, Team teaching|
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