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The effect of co-teaching on students with disabilities in mathematics in an inclusion classroom

<p> This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.</p>

Identiferoai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10140115
Date21 September 2016
CreatorsKofahl, Shelley
PublisherTrevecca Nazarene University
Source SetsProQuest.com
LanguageEnglish
Detected LanguageEnglish
Typethesis

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