Coteaching is one instructional delivery model that purports to provide students
with supports they need to succeed in the general education setting. This case study used
qualitative methodology, which was supplemented by quantitative data, to explore the
instructional factors that may contribute to the achievement of high school students with
learning disabilities who are placed in a cotaught setting. An optimal environment was
created for coteaching and included careful selection of the cotaught team, support from
the campus administration, initial and ongoing training for the coteachers, and the
creation of common planning periods. Two cotaught classrooms were observed for one
semester, and five students with learning disabilities were selected from these
classrooms for observation and interview. Additional data included interviews with the
campus principal, campus teachers, and the coteachers, as well as weekly observations
using the Stallings Observation System. Interviews and observations suggested that there
was little change in teacher or student behaviors.
| Identifer | oai:union.ndltd.org:tamu.edu/oai:repository.tamu.edu:1969.1/ETD-TAMU-2009-05-706 |
| Date | 2009 May 1900 |
| Creators | Covington, Linda E. |
| Contributors | Stough, Laura M. |
| Source Sets | Texas A and M University |
| Language | English |
| Detected Language | English |
| Type | Book, Thesis, Electronic Dissertation, text |
| Format | application/pdf |
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