Author: Melanie HollandPublisher:
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.
