Co-teaching is an approach that is frequently used by schools when students both with and without disabilities are taught in an inclusive classroom. With co-teaching, a general education teacher and a special education teacher share the responsibility of planning and teaching students. This study examined the perceptions of elementary special education co-teachers (n=81) regarding their collaboration with the general educator and their involvement in instruction in the inclusive classroom. In addition, the special education teachers' satisfaction with the co-teaching assignment was investigated. Findings showed that special education co-teachers shared an average of 30 minutes of co-planning a week, teachers who volunteered to co-teach were more likely to plan more often than teachers who were assigned to co-teach, teachers in their first 3 years of the co-teaching relationship tended to have scheduled planning time compared to the spontaneous planning time of co-teachers with long-term relationships. Co-teachers shared the management of the behaviors of all of the students in the classroom. The primary role of the co-teacher was "floating and assisting" with all students rather than focusing solely on the students with disabilities. However, many co-teachers taught small groups of students comprised of students both with and without disabilities. Overall, co-teachers were satisfied with their assignment and career.
| Identifer | oai:union.ndltd.org:uno.edu/oai:scholarworks.uno.edu:td-2810 |
| Date | 20 December 2013 |
| Creators | Hagelman, Eden |
| Publisher | ScholarWorks@UNO |
| Source Sets | University of New Orleans |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | University of New Orleans Theses and Dissertations |
Page generated in 0.0018 seconds