The Effects of Co-teaching on the Academic Growth of Special Education Students, as Compared to a Traditional Pullout Program, as Perceived by Special and General Education Teachers PDF Download
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Author: Erik B. Orndorff
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 85
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Book Description
This qualitative study analyzed the perceptions of special and general education teachers regarding co-teaching and its impact on the academic growth of special education students. The data were collected through the use of a researcher-generated survey. Trends and patterns emerged as a result of an analysis of the data regarding the two questions that guided this study: (a) Pertaining to special education student growth, what are special education teachers' perceptions of co-teaching as compared to a traditional pull-out program? (b) Pertaining to special education student growth, what are general education teachers' perceptions of co-teaching as compared to a traditional pull-out program? Qualitative data were collected and analyzed by means of a survey completed by 14 volunteer teachers representing one school district. A subset of six teachers were interviewed in order to collect more specific responses regarding the effects of co-teaching. The data revealed that the special education teachers and general education teachers in the study viewed co-teaching as a positive model for special education students, especially if the co-teaching relationship is positive and if there is ample time for teacher collaboration and planning. While the data did not indicate disapproval of the co-teaching model, the participating teachers indicated that this method of instruction should not be the only one for special education students. The results of this study indicated that the subjects participating in this study perceived that tutoring on math and reading fundamentals, along with the co-teaching model, would be the optimal educational experience for special education students in this particular school district.
Author: Erik B. Orndorff
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 85
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Book Description
This qualitative study analyzed the perceptions of special and general education teachers regarding co-teaching and its impact on the academic growth of special education students. The data were collected through the use of a researcher-generated survey. Trends and patterns emerged as a result of an analysis of the data regarding the two questions that guided this study: (a) Pertaining to special education student growth, what are special education teachers' perceptions of co-teaching as compared to a traditional pull-out program? (b) Pertaining to special education student growth, what are general education teachers' perceptions of co-teaching as compared to a traditional pull-out program? Qualitative data were collected and analyzed by means of a survey completed by 14 volunteer teachers representing one school district. A subset of six teachers were interviewed in order to collect more specific responses regarding the effects of co-teaching. The data revealed that the special education teachers and general education teachers in the study viewed co-teaching as a positive model for special education students, especially if the co-teaching relationship is positive and if there is ample time for teacher collaboration and planning. While the data did not indicate disapproval of the co-teaching model, the participating teachers indicated that this method of instruction should not be the only one for special education students. The results of this study indicated that the subjects participating in this study perceived that tutoring on math and reading fundamentals, along with the co-teaching model, would be the optimal educational experience for special education students in this particular school district.
Author: Christina Simonek
Publisher:
ISBN:
Category : Special education
Languages : en
Pages : 44
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Book Description
Author: Anne McGill-Franzen
Publisher: Routledge
ISBN: 1136980660
Category : Education
Languages : en
Pages : 1175
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Book Description
Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.
Author: Marie Michelle Jeannite
Publisher:
ISBN:
Category : Learning disabled teenagers
Languages : en
Pages : 226
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Book Description
This was a qualitative case study design that used a semi-structured and structured interview to collect data from participant teachers regarding the effectiveness of co-teaching in a special education classroom. The purpose of this study was to gain an understanding of the methods and practices used by high school general and special education teachers and to explore the lived experiences of successful co-teachers in order to gain in-depth knowledge about their experiences, toward the goal of improving co-teaching and improving student learning. Review of the literature indicated the need for professional development to support the diverse group of learners in a co-teaching setting. The literature review also showed that the success of co-teaching practice has not relied as much on the characteristics of children with disabilities in our schools as it has on the collaborative relationships amongst the adults in their environment. The study used a purposeful sample of 10 general and special education consisting of 5 females and 5 males, aged 35- 54 who were highly experienced in the co-teaching pedagogy and methodology. Data analysis was conducted using the NVivo 11 QSR Software. Transcribed interviews were coded thematically and analyzed to determine teacher perceptions of the co-teaching model. Data analysis showed that due to the lack of pedagogy, content knowledge, training, and their aspirations on how to implement instructional accommodations, general education teachers were not prepared and/or certified to provide instructional accommodations for high school students with specific learning disabilities. The results of the study showed that there was a lack of professional efficacy and parity between co-teachers within an inclusion classroom, due to the lack of content mastery and joint planning time.
Author: Shelley Kofahl
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 134
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Book Description
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.
Author: Communist International
Publisher:
ISBN:
Category :
Languages : en
Pages : 643
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Book Description
Author: Melinda L. Fattig
Publisher: John Wiley & Sons
ISBN: 0787987441
Category : Education
Languages : en
Pages : 167
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Book Description
Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors' award-winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 760
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 568
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Book Description
Author: Gloria Lodato Wilson
Publisher: ASCD
ISBN: 1416613404
Category : Education
Languages : en
Pages : 206
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Book Description
This practical guide for teachers and administrators shows how general and special education teachers work together to boost student achievement. Includes real-life scenarios.
