Author: Deborah Richardson Publisher: ISBN: Category : Special education teachers Languages : en Pages : 88
Book Description
Author's abstract: The researcher's purpose of this study was to understand perceptions of co-teaching by special education and general education teachers, and how those perceptions make the implementation of co-teaching for students with disabilities in the general education classroom successful. The study examined teacher perceptions on training for co-teaching, recommended practices for co-teaching, and supports needed for the co-teaching team. The researcher administered a Likert-scale survey, Perceptions of Co-Teaching Survey developed by Vance Austin (2001) to 45 special education and 98 general education teachers with co-teaching experience from three school districts in southeast Georgia. Teacher perceptions in three different areas were addressed: (1) Perceptions of current experience and recommended practices for co-teaching. (2) Preparations necessary for co-teaching and (3) School based supports that facilitate co-teaching. The researcher analyzed differences in the two groups of participants, special education teachers, and general education teachers. Outcomes presented were generally in agreement on the perceptions from the two groups. A Likert type survey was administered to 98 general education and 45 special education certified teachers with experience in co-teaching. The survey was administered in three southeast Georgia school districts. The survey showed the perceptions of both groups of teachers were in agreement for current practices, preparations necessary for co-teaching and school based supports that facilitate co-teaching. Co-teaching is a model for special education services that is used increasingly due to IDEA regulations of Least Restrictive Environment (LRE). This method of service delivery involves the cooperation and trust of both general education and special education. The study provides information on what general education and special education teachers perceive as important to their co-teaching experience.
Author: Ashley Blanca Rodrigues Publisher: ISBN: Category : Special education teachers Languages : en Pages : 151
Book Description
Schools are required by the Individuals with Disabilities Education Act of 2004 (IDEA) to include students with disabilities in the general education classroom. Recently there has been emphasis on co-teaching as a method to comply with this mandate. Co-teaching is a technique geared at utilizing a special education teacher and a content area teacher to concurrently instruct both students with and without disabilities in the general education setting. It is well established in the literature that it is vital that together both the content area teacher and special education teacher in these settings be effectively trained to meet the needs of the students with disabilities without hindering the progress of the students without disabilities (Fleming & Bauer, 2007; Goor, 1994; Dieker, & Murawski, 2003). This study investigated the perceptions of special education and content area teachers with and without experience co-teaching of co-teaching. Twenty-two content area and fifteen special education teachers with and without co-teaching experience and currently enrolled (academic year of 2012-2013) in the graduate course of ED530 Teacher as a Researcher at Bridgewater State University responded to an 82-item survey to identify their experience and perspectives on co-teaching. Results of this study identified several features of content area and special education teachers' experience and views of co-teaching. Recommendations are offered for future research in the area of co-teaching and co-teaching professional development.
Author: Charlotte Courtney Leedom Publisher: ISBN: Category : Elementary school teachers Languages : en Pages : 184
Book Description
This thesis describes general education teachers' perceptions of the benefits and disadvantages of co-teaching with special education teachers in the delivery of a standards-based curriculum at the elementary and middle school levels. The researcher collected data from interviewing five different general education teachers from three different school sites. The teachers taught in classrooms that had students with and without disabilities. This study focuses upon the practical logistics of co-teaching, administrative support, lessons learned from experience, and advice to new co-teachers. Interview results indicated that general education teachers do support co-teaching as a means for providing students with disabilities access to the general education core curriculum. By working together, the general education teachers felt they had a better chance of implementing a learning environment conducive to instructing students with and without disabilities, than they would have on their own. Key words: Inclusion, collaboration, co-teaching, perceptions, Individuals with Disabilities Education Act, universal design.
Author: Sandra L. Hock Publisher: ISBN: Category : Inclusive education Languages : en Pages : 184
Book Description
Many schools have begun implementing co-teaching involving a general and special education teacher working collaboratively together within a classroom to deliver instruction to all students within a general education classroom environment. This trend has shown progression over the last 20 years with the implementation of the Individuals with Disabilities Act (IDEA) in 2004, and No Child Left Behind (NCLB) in 2001. The purpose of this qualitative study was to research the results of studies at the elementary, middle and high school levels on the perceptions and experiences of general and special education teachers on the implementation of co-teaching and determine how these perceptions and experiences relate to implementing successful co-teaching models. Factors that will be reviewed as a part of this study are: experience, perceptions, professional development, and administrator support. The research was completed in three phases: distribution of a Likert Co-Teaching Survey, Semi-Structured Interviews and a prototype Case Study. The prototype case study was conducted in a large suburban unit school district about 50 miles west of Chicago, Illinois. The overall community population is 31,832 with a median household income of $102,987 (U.S. Census Bureau, 2014). The student population of the district is 18,209 making it the 7th largest school district in the state of Illinois. The general and special education participants in this prototype case study were from one elementary school located within the district. The review of literature supports that the perceptions of general and special education teachers have a profound impact on the success of co-teaching (Gokdere, 2012), sustains the need for adequate and on-going professional development (Austin, 2001; Cook & Friend, 1995; Cramer & Nevin 2006; Danmore & Murray 2009; Friend, 2000, 2007; Idol, 2006; Scruggs, 2007), and support the need for positive administrative support for a successful co-teaching program.
Author: Gloria Lodato Wilson Publisher: ASCD ISBN: 1416614346 Category : Education Languages : en Pages : 206
Book Description
Co-teaching is an equal partnership between a special education teacher and a general education teacher. They share a classroom and responsibilities for teaching all students in the class. But what does co-teaching look like? How does it work? Are we doing it right? Finding the answers to these questions is critical to the effectiveness of a co-teaching program that is grounded in inclusive educational practices. In this book, you'll learn how co-teachers * Define what effective co-teaching is and what it is not; * Engage students in evolving groups, using multiple perspectives for meaningful learning opportunities; * Resolve differences in teaching and assessment practices; * Respond to parents and students about inclusion and co-teaching concerns; and * Organize and teach an equitable, inclusive classroom. Concise and informative answers to questions posed by real teachers, administrators, and parents help you learn about the components of co-teaching. And vignettes about issues that arise in co-teaching situations will help you start conversations and solve day-to-day challenges inherent to co-teaching. Whether you're already involved in co-teaching programs or are soon to embark on the effort, Teaching in Tandem provides knowledge and tools that you can use to create effective partnerships and powerful learning environments for teachers and students alike. Every teacher, principal, administrator, and paraprofessional who participates in co-teaching--or who is worried about how to address inclusion--needs this book. An additional annotated resource list is available online, along with an ASCD Study Guide.
Author: Tyler Marshall Long Publisher: ISBN: Category : Children with disabilites Languages : en Pages : 128
Book Description
Co-teaching has been developed as an instructional approach to support students with disabilities in general education classrooms. Co-teaching as an instructional method has been found to be one effective solution for how schools can effectively provide an individualized education for students with disabilities, within the least restrictive environment, in order for them to meet the standards of No Child Left Behind. This study was conducted to examine the academic and social benefits of co-teaching for students with special needs. The researcher examined what teachers perceive co-teaching to be and how those teachers are implementing the model based on their personal beliefs. Participants in this study included four teachers, two general education and two special education teachers, with an average of 11.25 years of total teaching experience. Data was collected from surveys, observations, and a review of attendance records and discipline referrals. WESTEST results were also examined to see if the effectiveness of the co-teaching method concerning student achievement in the content areas of reading and math. This study found that from an academic standpoint, special needs students can successfully retain content material from participating in the co-taught classroom, particularly in the subjects of math and reading. Socially, the researcher found that the attendance and behavior of special needs students did improve as well. Based on this studies results, co-teaching appears to be an effective instructional option for meeting the social and academic needs of students with disabilities.
Author: Tori Renee Hill Publisher: ISBN: Category : Cooperating teachers Languages : en Pages : 298
Book Description
This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, volunteer/willingness, training/professional development, and relationship/trust. The results of the study showed teacher preparation programs were not consistent in providing a foundation on teaching students with disabilities, and there are weaknesses in professional development for successful co-teaching practices. Analyses of both survey and interview data provide insight into co-teaching in math and English classrooms and identify possible implications for the district’s co-teaching practices.
Author: Melanie Holland Publisher: ISBN: Category : Language arts (Middle school) Languages : en Pages : 126
Book Description
This study sought to identify the benefits and challenges of co-teaching as reported by middle-school special education and general education teachers. In addition, this study aimed to determine the roles of both the special educator and the general educator within the co -teaching relationship and how those roles were decided. The research was performed in a suburban middle school with 7 English language arts teachers consisting of 3 special educators and 4 general educators. Data were collected using an anonymous survey and individual interviews. The research showed that the benefits included more behavioral support in the classroom, increased support for struggling students (regardless of special-education designation), and the collaboration and sharing of teaching strategies. The challenges that emerged from the research included lack of common planning time, inconsistent co-teacher pairings, differentiating for a large range and number of students with individualized education programs (IEPs), and undefined co-teacher roles in the classroom. Overall, the teachers considered co-teaching to be a valuable method of including special education students in the general education classroom. Future research would be useful in determining the best strategy for providing the co-teaching environment while also providing a common planning time for co-teachers as well as district-provided professional development to enhance their relationship. Keywords: co-teaching, inclusion, special education, differentiation, co-teaching roles.
Author: Hawazen Ahmad Alasiri Publisher: ISBN: Category : Inclusive education Languages : en Pages : 227
Book Description
When working together, Response to Intervention (RTI) and co-teaching can serve the needs of teachers and their students in a duet that Murawski and Hughes (2009) called "a logical combination for successful systematic change" (p. 267). According to the U.S. Department of Education, the number of students with disabilities, ages 6-21, who spent most of the school day in general classrooms in regular schools increased from 33% in 1990 to 62% in 2014 (U.S. Department of Education, 2016). With twice as many students with disabilities attending general education classrooms today, it is essential that all stakeholders in the education field gain a deep understanding of teaching and learning in inclusive classrooms. Today, co-teaching allows two professional, certified teachers to work together, sharing the responsibility of delivering instruction for all students in general classrooms, including students with special needs, using flexible approaches to meet individuals' needs (Friend, 2008). Response to Intervention (RTI) is a three-tiered identification and support system designed to meet the needs of all students by providing "quality differentiated instruction" (Villa & Thousand, 2011). Together, co-teaching and RTI can create an effective environment for students with different needs. In part, co-teaching serves as an ideal method for putting RTI into action. Often, research on co-teaching focuses on teacher roles and responsibilities. It tends to overlook the impacts on student educational achievement and social development, thus, creating a gap in the literature. This phenomenological qualitative study explores teachers' use and perceptions of RTI on co-teaching in general classrooms and the benefits and barriers impacting co-teaching. It is informed by the increase of students with disabilities in general education classrooms, growing implementation of co-teaching practice, combined value of RTI and co-teaching, and lack of student-focused research on the subject.
Author: Erik B. Orndorff Publisher: ISBN: Category : Inclusive education Languages : en Pages : 85
Book Description
This qualitative study analyzed the perceptions of special and general education teachers regarding co-teaching and its impact on the academic growth of special education students. The data were collected through the use of a researcher-generated survey. Trends and patterns emerged as a result of an analysis of the data regarding the two questions that guided this study: (a) Pertaining to special education student growth, what are special education teachers' perceptions of co-teaching as compared to a traditional pull-out program? (b) Pertaining to special education student growth, what are general education teachers' perceptions of co-teaching as compared to a traditional pull-out program? Qualitative data were collected and analyzed by means of a survey completed by 14 volunteer teachers representing one school district. A subset of six teachers were interviewed in order to collect more specific responses regarding the effects of co-teaching. The data revealed that the special education teachers and general education teachers in the study viewed co-teaching as a positive model for special education students, especially if the co-teaching relationship is positive and if there is ample time for teacher collaboration and planning. While the data did not indicate disapproval of the co-teaching model, the participating teachers indicated that this method of instruction should not be the only one for special education students. The results of this study indicated that the subjects participating in this study perceived that tutoring on math and reading fundamentals, along with the co-teaching model, would be the optimal educational experience for special education students in this particular school district.
Author: Deborah Richardson
Author: Ashley Blanca Rodrigues
Author: Charlotte Courtney Leedom
Author: Sandra L. Hock
Author: Gloria Lodato Wilson
Author: Tyler Marshall Long
Author: Tori Renee Hill
Author: Melanie Holland
Author: Hawazen Ahmad Alasiri
Author: Erik B. Orndorff