The Individuals with Disabilities Education Act mandates that all school districts provide a free appropriate public education to students with Individualized Education Plans in their least restrictive environment. Co-teaching in inclusion classrooms is a collaborative effort, with a general education teacher and a special education teacher, to provide academic and behavioral support to students with disabilities with their non-disabled peers. A review of the literature identified several studies conducted over the years that document the effects of employing co-teaching models in inclusion classrooms for middle school special education students and high school special education students. The purpose of this qualitative study was to examine the academic achievement of middle school special education students and high school special education students in inclusion classrooms using the co-teaching model. Data collection consisted of classroom observations of English Language Arts and Mathematics co-taught classrooms, teacher surveys, and teacher interviews from a Title I school located in Mississippi. The action research that was conducted in this study will provide the school district with information about the future of how to educate middle school students and high school students in co-taught classrooms. The research results revealed that co-teaching in inclusion classrooms for middle school students with disabilities and high school students with disabilities is pertinent to the academic success of these students. Moreover, the results showed that the majority of participants perceive co-teaching in inclusion classrooms as a benefit to students with Individualized Education Plans as noted by the students’ academic gains on universal screeners, during progress monitoring, in English Language Arts and Mathematics.

SAMMANFATTNING Karin Olson. Antal sidor: 34 Är två bättre än en? En fallstudie av lärares perspektiv på tvålärarskap Studiens syfte är att bidra med kunskap om hur ett på co-teaching baserat tvålärarskap genomförts vid en högstadieskola i form av undervisningsmodeller, planering och utvärdering av undervisningen. Syftet, som också omfattar hur arbetssättet anses ha påverkat det kollegiala lärandet och elevernas prestationer i form av betygsnivå, har formulerats i två frågeställningar: - Hur beskriver lärare att de under detta läsår tillämpar ett co-teaching baserat tvålärarskap i form av undervisningsmodeller med åtföljande planering och utvärdering i sin undervisning? - Hur uppfattar lärare att deras tillämpning av tvålärarskap har påverkat det kollegiala lärandet och elevernas prestationer i form av betyg? Studien har genomförts i form av en fallstudie av en högstadieskola med kvalitativ metod. Åtta lärare intervjuades med hjälp av semistrukturerade frågor. Undervisningen av eleverna organiserades av lärarna på fem olika sätt, som mer eller mindre efterliknar co-teaching modeller med deras villkor. De likartade modeller som mest användes var Individualiserad undervisning och En undervisar, en assisterar. Val av tillämpad undervisningsmodell har bland annat påverkats av att lärarna upplever brist på tid för gemensam planering. Lärarna anser att elevernas betyg generallt inte påverkats av skolans införande av tvålärarskap. Möjligen har något fler elever kunnat få stöd till godkänt betyg. Däremot har det kollegiala lärandet utvecklats enligt samtliga intervjuade, vilket är en följd av att lärarna bland annat har fått tillfälle att se hur andra arbetar, kunnat bolla idéer kring undervisningen eller elevfrågor, samt fått konkreta tips av varandra. Sökord: tvålärarskap, co-teaching, elevresultat, kollegialt lärande

The purpose of this study has been to contribute to an increased understanding of how specialist teachers and subject teachers co-teach in the ordinary classroom and work together with students in need of special support and to investigate which different forms of co-teaching occur when teaching language, reading and writing in elementary school. The study also aims to illustrate the special needs teachers' and teachers' perceptions of the collaboration in co-teaching and how the teachers perceive the concept of inclusion and how the specialist teacher's competence is perceived. The study was carried out through two classroom observations of co-teaching between two subject teachers an two unauthorized specialist teachers, and through follow-up semi-structured interviews with said teacher pairs. To further add a specialist teacher perspective, two qualified specialist teachers specialized in language, reading and writing development were interviewed. The observations that should be seen as a complement to the interviews are presented narratively through a descriptive text (Bryman, 2018). The interviews were transcribed and analyzed using phenomenographic analysis in seven steps (Fejes, 2017). An additional analysis was made from a social constructionism perspective where links to central concepts such as relationships, communication and interaction were made (Burr, 2015); Dysthe, 1996; Emanuelsson, Persson and Rosenqvist, 2001; Persson, 2019). All teachers in the study have experience of co-teaching, however, the results point to a lack of common language for describing co-teaching and its different forms of work. Furthermore, the results show that the respondents saw that co-teaching can help the specialist teacher to get to know all the pupils and all the educators and that co-teaching becomes more varied as it is carried out by two teachers who complement each other. Another positive effect that emerges from the study is that co-teaching can contribute to extra adaptions becoming a natural part of the regular teaching, which could contribute to a more inclusive classroom climate.

This diploma thesis defines the co-teaching in relation to individualization of students. It describes the benefits of co-teaching for the beginning teacher. It is divided into theoretical and practical part. The theoretical part describes the co- teaching in relation to individualization and differentiation of teaching, including historical context. It compares co-teaching with a student' assistant and a teacher's assistant. It analyzes the conditions and financing of the co-teaching at the elementary school. I focus on co-taught classes based on comparative study in the practical part. I compare educational conditions of students with learning disabilities in the co-taught class, in the class with the teacher's assistant and the student's assistant. The thesis is devoted to co-teaching, under what conditions it works, what are the benefits of co-teaching in relation to individualization of students during their education. KEYWORDS Co-teaching, funding co-teaching, beginning teacher, individualization of the student, innovation

Doctor of Education / Department of Educational Leadership / Trudy A. Salsberry / Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) of 2001 and Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. The focus on accessibility and accountability is resulting in an increase in the number of students with disabilities receiving specialized instruction within the least restrictive environment (LRE) of the general education classroom. To support students in the LRE, many schools are implementing the service delivery model of co-teaching, or pairing a special educator with a general educator, to provide core instruction with appropriate special education services to students with special needs. The purpose of this case study was to investigate what practices of principals are deemed most supportive to teachers engaged in a co-teaching service delivery model. The qualitative, multi-case study was designed to analyze perceptions of district level general education administrators, district level special education administrators, building principals, co-teaching coaches, and co-teaching partners who participated in the Kansas Co-Teaching Initiative. Data were obtained primarily through interviews of the participants. Demographic surveys, building schedules and field notes served as additional information for analysis and the interpretation of the data. The over-arching research question for this study was: “What practices of principals provide the most meaningful support to collaborative co-teaching in the context of the least restrictive environment?” Sheard and Kakabadse’s nine Key Elements of Effective Teams (2002, 2004) formed the framework for the study. These key elements also guided the research sub-questions. Data collected through the study revealed sixty patterns across the key elements of effective teams. When analyzed, the patterns yielded three themes: 1) principals arranged and protected time during the daily schedule for collaboration between co-teaching partners, 2) principals paired co-teachers together with careful consideration for compatibility, and 3) principals established and maintained a culture of professional growth.

Inkludering är något som nämns ofta och har blivit ett centralt begrepp. Många ser på inkludering ur en placeringsdefinition, att placera elever som tidigare särskilts i den ordinarie klassen. Detta räcker inte, inkludering handlar även om att eleven känner sig delaktig. Tvålärarsystemet är ett undervisningsupplägg då det är två lärare som samplanerar, samundervisar och sambedömer. Undersökningen syftar bl.a. till att identifiera vad lärarna i matematik tror om tvålärarsystemet och inkludering. Leder tvålärarsystemet till en mer inkluderande undervisning? Undersökningen syftar även till att titta på hur undervisningssituationen ser ut vid tvålärarsystemet, samt då specialläraren närvarar. Ges stödet för elever med svårigheter i klassrummet, i den ordinarie undervisningen, eller ges stödet avskilt? Är det någon skillnad mellan hur lärarna i ett tvålärarsystem ger stödet jämfört med hur specialläraren ger stödet? Studien visar att stödet som ges till elever med svårigheter i matematik skiljer sig åt vid tvålärarsystemet och när specialläraren ger sitt stöd. Lärarna i ett tvålärarsystem verkar i högre utsträckning ge stödet i den ordinarie undervisningen. Resultatet visar även på att de flesta lärarna har en positiv inställning till tvålärarsystemet och tror att det leder till en mer inkluderande undervisning. Dock finns skilda åsikter när det gäller huruvida tvålärarsystemet istället för användandet av speciallärare hjälper och stärker elever med svårigheter i matematik. / Inclusion is often mentioned and has become something of a key concept. It is often looked at from a placement definition, that is, to place students who previously would have been separated, in the regular class. Inclusion is also about the student feeling involved. Collaborative teaching system is a form of teaching where there are two teachers who plan the classes, co-teach and evaluate together. This study aims to find out what the teachers think about the co-teaching system. Do they think co-teaching leads to a more inclusive teaching? The study also aims to identify how the support to students with difficulties in mathematics is given. Are the students with difficulties given the support in the ordinary class or is the support given separated from the rest of the class. Is there a difference between where the support is given in the collaborative teaching, versus where the special teacher gives its support? The outcome of this study shows that the support to students with difficulties in mathematics differs between where the collaborative teaching system gives the support and where the special teacher gives its support. It seems as if the teachers in the collaborative teaching system more frequently give the support in the ordinary class while the special teacher more frequently seems to give the support outside of the ordinary class. The outcome of this study also shows that most teachers have a positive attitude toward the collaborative teaching system and believe that it leads to more inclusive teaching. But the opinions differ regarding weather or not the co-teaching system is of gain for students with difficulties in mathematics, instead of the use of special teachers.

The study intends to allow teachers in the subject of physical education and health to make a comparison between a one-teacher system and a two-teacher system, to make visible the advantages and disadvantages in terms of equivalence and joint assessment. To be able to do that, the teachers need to have worked within the two systems that are relevant for the study. The level of education that will be studied is grades 7–9 at upper grades in compulsory school level. To create an insight into how teachers teach in the different systems, studies concerning two-teacher systems, joint assessment, and educational equity have been read. The study utilizes a thematic qualitative method with a theoretical starting point in hermeneutics where elements of an abductive approach were made via interviews with six teachers within the subject. The interviews in the study showed that there were mixed opinions about the advantages and disadvantages of the two-teacher system. According to the available research, Sweden is far behind in the research of the two-teacher system and its implementation in schools, it has emerged that the two-teacher system is relatively new in Swedish schools. Which was also demonstrated in the interviews that were conducted. The conclusion after the research and results were carried out was that a two-teacher system can increase equality in education, but that it needs to be designed in the right way with a management that knows what a two- teacher system stands for, otherwise the whole concept falls apart. That a higher quality of cooperation is required on the part of the teaching teachers for it to work in a two-teacher system, and that joint assessment is preferable regardless of whether it is a one-teacher or two-teacher system that is used in the education.

CO-TEACHING PARTNERSHIPS: HOW CULTURE OF SCHOOLS AND CLASSROOMS AFFECT PRACTICES IN CO-PLANNING AND CO-IMPLEMENTING INSTRUCTION By: Cecilia Gray Batalo, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2014 Director: Paul J. Gerber, Ph.D., Professor Department of Special Education and Disability Policy School of Education The purpose of this study was to describe how the school and classroom cultures affected practices of inclusion for students with disabilities and how the inclusionary practice of co-teaching was influenced by the school culture. This study sought to investigate school and classroom cultures and their impact on practices of inclusion. It also addressed the perceptions of the impact that the school and classroom cultures had on co-teaching and why some practices are effective or not effective for co-planning or co-implementation. A multicase study design was used to gather and explore observations and interviews. Data were analyzed through qualitative methods with a focus on norms, values, and routines. This study provided an understanding of how school and classroom cultures affected inclusion within one school district in Virginia in order to inform elements needed for successful inclusion of students with disabilities through use of the co-teaching model.

The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written masters thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.

The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written master's thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.