Education Commons^™

Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo

Graduate Teacher Education

Cohesion between general education and special education departments is the idea of blending and aligning instructional methods and approaches regardless of educational discipline. This paper was written to examine how this cohesion can be improved. Educational leaders must improve cohesion between general education and special education departments to support the academic achievement and success of all students in schools. Through qualitative, quantitative, and mixed methods studies, methods to improve this cohesion were researched. The research provided insight on how general education and special education teachers feel about collaboration and how collaborative efforts can be utilized to improve cohesion. These collaborative …

A Case Study: The Influence Of Professional Development, Administrative Support, And Co-Planning On Teacher Perceptions Of Co-Teaching., Heidi Zimmerman

Electronic Theses and Dissertations

This dissertation presents a case study methodology investigating the influence of professional development, administrator support, and co-planning on teacher perceptions of co-teaching. My interest in co-teaching increased as a former special education teacher after implementing co-teaching strategies in my own practice. As defined by the Kentucky Administrative Regulations, Collaboration means, a teacher of exceptional children works with children with disabilities in the regular classroom to provide specially designed instruction and related services (707 KAR 1:350, Section 2). Oftentimes, Collaboration and Co-Teaching may be used interchangeably. For the purpose of this study, the term Co-Teaching will be used throughout. The goal …

Voices From The Inside: Enhancing Co-Teaching Experiences Through Student Perspectives At 'Small University', Hope Brightman

Capstone Projects and Master's Theses

For this capstone project, the researchers investigated how students in the credential program at ‘Small University’ on the coast of California viewed their co- teaching credential experience and what they think could be done to improve it. An evidence based argument is offered that co-teaching be improved to be more equitable for students. Considerations of the issue should include the perspectives of credential program students. Expected benefits included an opportunity for participants to reflect on the co-teaching credential program at “Small University” and provide concrete suggestions for improvement that may be translated into action. Three themes emerged from an analysis …

Teacher Efficacy In Co-Teaching Science Classrooms: Implications For Training, Sabrina Christensen

Student Research Submissions

Following legislation to educate students in the least restricted environment, schools are using co-taught inclusive settings to teach secondary science classrooms. Traditionally, general educators do not receive robust instruction in differentiation, co-teaching, or collaboration with special educators. Special educators traditionally do not receive training in science content. An online survey was distributed through social media inviting teachers to share their experiences with co-teaching in science classrooms. Likert scales were used to measure teacher efficacy in co-teaching secondary science classes and teacher perceptions of the effectiveness of current teacher training. Based on the data collected, recommendations are provided for adjustments to …

Implementing The Least Restrictive Environment Through Co-Teaching: The Role Of Administrative Support, Maureen Hatfield

Dissertations of Practice

This dissertation investigates the perspectives of educators with the aim of enhancing support for the practice of co-teaching. Co-teaching, an inclusive instructional strategy involving collaboration between general and special educators, holds promise for diverse student populations. However, its effective implementation requires adequate support structures. This research employs a qualitative approach, employing interviews grounded in narrative inquiry and supplemented by a corresponding survey. The key findings illuminate critical areas where principals can enhance support for co-teaching practices within their schools. Through analysis, three primary categories emerged: resources, autonomy, and efficacy. General and special educators identified these areas as pivotal for successful …

Effectiveness Of An Inclusive, Small-Group Adapted Aquatics Program On Increasing Vo2max In Children With Autism Spectrum Disorder, Peggy Manuelita Scarborough

Cal Poly Humboldt theses and projects

There is a need to examine the effectiveness of interventions, such as swimming, that are aimed at increasing physical health and developing psychomotor skills in an inclusive setting for children with ASD. The purpose of this study was to examine the effectiveness of an inclusive, small-group adapted aquatics program on increasing VO₂max in children with ASD. Participants included two 11-year-old children diagnosed with ASD. The study took place over eight weeks and included a six-week Small-Group Adapted Aquatics (SGAA) program. Participants were assessed for VO₂max using the 20m PACER test during week one and week eight …

Inclusionary Practices For Elementary Students With Disabilities, Caroline Brandau

M.Ed. Literature Reviews

This research explores inclusionary practices for elementary-aged students with individualized education plans (IEP) for special education. Three themes were identified: academic achievement through push-in services, secondary benefits of special education services in the general education setting, and power dynamics of stakeholders of inclusion. The paper goes on to examine how practices at Western Washington School District could be aligned with research and then explores implications for future research and transform practice. The paper concludes with a call to action and a positive outlook for the future of special education.

Student Perceptions Of Co-Teaching, Megan Berg

Dissertations, Theses, and Projects

The purpose of this study was to attain information on middle school students’ perspectives of co-teaching based on their experiences in co-taught classrooms. Co-teaching is a commonly used practice, generally between a special education and general education teacher, to support and meet the needs of all learners in a diverse classroom. Because inclusive classrooms are composed of students with and without disabilities, the individual expertise of general and special educators is essential in constructing a harmonious co-teaching partnership (Jurkowski & Muller, 2018; Ritter et al., 2020). According to Kirkpatrick et al. (2020), when co-teachers work together to share their knowledge …

Efficacy, Attitudes, And Collaboration Of Co-Teaching For Middle School General And Special Educators, Ellenita Blanton

Doctor of Education Dissertations

The purpose of this mixed methods study was to investigate how general and special educators’ attitudes, efficacy, and collaboration promote co-teaching relationships that benefit exceptional students in urban middle schools. The impacts of co-teaching on the attitudes, efficacy, and collaboration of secondary teachers were explored. A questionnaire was distributed to general and special education teachers, and focus groups were held. The methodology included using a quantitative phase and a qualitative phase research design to collect the data. The quantitative measure used was surveys. Participants, who were qualified, were chosen for the interview and focus group portions of the study. In …

Co-Teaching: How And Where To Begin In A Middle School, Janaya Fugleberg

Dissertations, Theses, and Projects

In 2004 the Individuals Education with Disabilities Act (IDEA) provided a directive that public agencies needed to educate children with disabilities alongside children who do not have a disability. This needed to occur in the least restrictive environment possible. The purpose of this was to allow students with disabilities to be in the general education classroom as much as possible because when students are pulled out of class they are missing academics and social opportunities with their peers. Co-teaching is an instructional strategy that allows for students with disabilities to stay in their classroom while still receiving the support they …

Improving Inclusion: The Ongoing And Transformative Process Of Improving Education Systems To Meet The Needs Of All Students, Robert Mistler

Capstone Projects and Master's Theses

For this Capstone Project the researcher will investigate how instructors view the environment of the classroom when there is a mix of special needs students incorporated into the general population classroom setting and what they think could be done to improve the environment. The inclusion of special needs is necessary for fair and equal treatment; further, by separating the general population from special needs students, brings about a culture of segregation that can have lifelong impacts. Through an evaluation of scholarly literature and interviews conducted with teachers at an elementary school the findings uncovered three emergent themes: collaboration with teachers …

Teacher Perceptions Of Co-Teaching Effectiveness In Inclusive Elementary Classrooms, Ann Sims

Masters Theses

The purpose of this study was to examine if co-teaching is an effective strategy of inclusion for students with Individualized Educational Program (IEP). Specifically, students in the general education classroom for grade levels kindergarten to fifth grade in the state of Illinois. Co-teaching has been utilized in middle and upper-grade levels, but the implementation of co-teaching has started to integrate into elementary grades. Two questions guided the study; is co-teaching an effective inclusive strategy for students with an IEP in a general education classroom; and does the model of co-teaching impact the student's academic progress? A quantitative study utilizing a …

Is The Setting Important?: A Systematic Review Of Academic Achievement In A Variety Of Educational Settings, Shannon Jeralds

Educational Specialist Scholarly Papers

Since the inception of Public Law 94-142, which we now know today as the Individuals with Disabilities Act (IDEA), in 1975, the question of how and where to educate students with disabilities has been constantly examined and re-examined. Students with disabilities have gone from being placed in an isolated area of the school (out of sight, out of mind) to being included in regular education classrooms and being expected to perform at the same level as students without disabilities. This has caused educators and researchers to wonder what is the best educational setting for students with disabilities to be educated, …

Improving Co-Teachers’ Relationship: How Teaching Experience Affects Perceptions Of Teamwork, Asher Samuel

Theses and Dissertations

Co-teaching is an instructional strategy wherein two teachers, a general education teacher and a special education teacher, share instructional responsibilities in a general education class that includes students with disabilities (SWDs) (Friend, 2010). Co-teaching has emerged as a strategy for ensuring that SWDs are taught to the general education curriculum while receiving specially designed instruction within the least restrictive environment (LRE) appropriate to their needs. One of the most important components of co-teaching is the relationship between the two teachers (Kohler-Evans, 2006), which has been described as a professional marriage (Friend, 2010). However, there is limited information on the factors …

Perceptions Of Co-Teaching In Secondary Inclusion Classrooms, Tori Hill

Doctor of Education Dissertations

This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, …

The Relationship Between Co-Teaching Partnerships And Student Achievement, Tikki N. Middleton

Electronic Theses and Dissertations

Due to legislative mandates schools are required to educate SWDs in the least restrictive environment alongside SWODs, which lead to the rise of co-teaching. However, enhancing the quality of co-teaching partnerships to impact student achievement poses a challenge for many school leaders due to the absence of quantitative data involving the impact of co-teaching on student achievement. The purpose of this study was to identify correlations among the qualities of co-teaching partnerships in grades six through eight as measured by The Colorado Assessment of Co-teaching (CO-ACT), and student growth percentiles from Spring 2019 Georgia Milestones Assessment (GMAS) data in middle …

An Examination Of Co-Teacher's Instructional Practices And Social Validity Following Participation In Professional Development, Jessica Sitton

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Because co-teaching teams often lack the support to continue to implement the evidence-based strategy of co-teaching beyond initial training and coaching sessions, this project studies the affect of training and coaching on teacher implementation and social validity following participation in co-teaching professional development. The Utah State Board of Education – Special Education (USBE-SES), from years 2012-2019, along with the Utah Professional Development Network (UPDN), from years 2014-2019 provided training, support and coaching to secondary co-teaching teams tied to the content areas of secondary mathematics and secondary English language arts (ELA). This project studied the continued use of instructional components specific …

Co-Teaching: A Win-Win Situation For All, Kimberly Watson

Culminating Projects in Special Education

Eleven studies looking at the benefits of co-teaching for everyone involved, including all students, teachers, and administration. Also, the key strategies to consider to have a successful co-teaching experience.

Common Factors That Benefit And Hinder The Co-Teaching Partnership In The High School Setting, Kaitlyn Nicole Muller

Theses and Dissertations

The purpose of this narrative study was to explore the lived experiences of both general and special education teachers in co-teaching relationships at Red Bank Regional High School in order to discover common patterns that benefit and hinder co-teaching partnerships across general and special education teaching roles, departments, and grade levels. Four pairs of co-teachers, eight total teachers, agreed to participate in this study. The co-teaching pairs were selected from four different departments, English Language Arts, History, Science, and Mathematics. Descriptive research, such as having the participants complete a survey, produce graphic elicitation tasks, and participate in an interview were …

Teachers Use And Perceptions Of The Impact Of Response To Intervention (Rti) On Co-Teaching At The Secondary Level In General Education Classrooms, Hawazen Alasiri

Dissertations

When working together, Response to Intervention (RTI) and co-teaching can serve the needs of teachers and their students in a duet that Murawski and Hughes (2009) called “a logical combination for successful systematic change” (p. 267). According to the U.S. Department of Education, the number of students with disabilities, ages 6–21, who spent most of the school day in general classrooms in regular schools increased from 33% in 1990 to 62% in 2014 (U.S. Department of Education, 2016). With twice as many students with disabilities attending general education classrooms today, it is essential that all stakeholders in the education field …

Critical Elements Of Effective Co-Teaching In The K-12 Classroom, Julie M. Gaffney

All Electronic Theses and Dissertations

Co-teaching is a common and significant practice that pairs a special education teacher with a general education teacher for the purpose of enhancing the education of all students. In addition to giving students with special needs access to the content of general education classes, all students get the social benefits of being closer to their peers. Since the introduction of the Individuals with Disabilities Act (IDEA) (1997), methods of inclusion for special education students have taken center stage. Teachers and administrators are experiencing the benefits and challenges of this relatively new but successful concept. Research is plentiful but there is …

Assessing Reading And Mathematics Achievement Of Students With Disabilities In A Suburban Middle School, Terri Melissa Toomer

Theses and Dissertations

Co-teaching classrooms consist of general and special education teachers working together to benefit students with disabilities (SWDs). Many parents and teachers believe the content knowledge provided by general educators in the regular education setting, combined with the instructional service delivery model (SDM) expertise of special educators, will result in the greatest academic growth for SWDs. However, it is not known if SWDs served in one SDM progress at a faster rate than SWDs served in another SWD. Therefore, the focus of this study was to compare the reading and mathematics achievement of male and female middle school SDWs in two …

Attitudes And Effectiveness Of Teachers In Diverse Inclusive Classrooms, Pamela Moore-Mckinley

Walden Dissertations and Doctoral Studies

Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical …

The Relationship Between Roles And Responsibilities Of Co-Teachers And Co-Teacher Self-Efficacy, Janet Van Heck

UNLV Theses, Dissertations, Professional Papers, and Capstones

This study is a survey that was intended to measure the connection between what co-teachers actually do and what they think they should be doing as best practice. Second, it intended to study the roles and responsibilities that co-teachers report fulfilling. Finally, whether self-efficacy is a predictor of co-teacher roles and responsibilities is further reported.

Three hundred twenty co-teachers participated in the study: one hundred sixty special education and 160 general education teachers in a large urban school district in the southwestern United States. Bandura’s Teacher Self Efficacy Scale (1994) was used with a tool for co-teachers designed specifically for …

Co-Teaching And Its Effect On Student Growth, Troy Weiss

All Capstone Projects

With the passage of the Individuals with Disabilities Education Act in 1990 and again in 2004 Congress stated that students with special needs were to be educated in the least restrictive environment to the greatest extent possible. In order to meet the federal mandate many districts used co-teaching as a service delivery option for special needs students who are in a general education classroom. The purpose of this study was to determine the effect of co-teaching on academic growth, particularly for students with an Individualized Education Plan. When reviewing the literature it was found that co-teaching has been studied and …

A Recipe For Success: Essential Administrative And Interpersonal Considerations Of Co-Teaching In Secondary Settings, Holly P. Solberg

Culminating Projects in Special Education

A recipe for success: Essential administrative and interpersonal considerations of co-teaching in secondary settings.

A Quantitative Study Of Co-Teaching As An Instructional Model To Serve Elementary Students, Susan M. Gerlach

Electronic Theses and Dissertations

The purpose of this quantitative study was to address the use of the co-teaching instructional model to serve elementary special education students in general educational classrooms. Recent trends and legislation have increased the use of inclusive education for students with disabilities. At this time, few large-scale studies on co-teaching have been conducted to date, and empirical research in terms of quantified student measured outcomes is limited. As a result, districts face challenges when considering implementation of a co-teaching model. This study used a quasi-experimental design from intact existing groups of fourth grade students on the State STAAR Reading test. Cross …

Special Education Teachers' Voices On Co-Planning In A Suburban School District, Corinne Jeffers

Walden Dissertations and Doctoral Studies

Limited co-planning between special education and general education co-teaching partners has been documented in professional literature as a significant problem. Special education teachers do not adequately co-plan for the implementation of accommodations for students with disabilities educated in the general education classroom. The purpose of this study was to collect and analyze the perceptions of special education teachers in one suburban elementary school district in the United States regarding co-planning with regular education teachers. The theory of self-efficacy was utilized as the conceptual framework to understand how teachers' beliefs and experiences influenced planning and goal setting for special education students. …

Examining The Efficacy Of Co-Teaching At The Secondary Level: Special Educators' Perceptions Of Their Productivity As Co-Teachers, Kera B. Ackerman

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

For decades, federal legislation has mandated the education of students with disabilities to be in their least restrictive environment. Nationally, this has resulted in more than 60% of students with disabilities receiving the majority (80%) of their education in the general education environment. To provide special education services in the general education environment, co-teaching, commonly defined as two educators with distinct expertise providing instruction in a common setting, is often used. The purpose of this non-experimental cross-sectional survey study was to examine special educators’ perceptions of their productivity in co-taught settings and the degree to which their perceptions were related …

Teacher Perceptions Of The Successful Implementation Of Co-Teaching Services, Vanna Raybould

Walden Dissertations and Doctoral Studies

This project study addressed a lack of consistent instructional delivery of co-teaching practices in a rural high school in middle Georgia. Though co-teaching services are provided, teachers are not implementing co-teaching models with fidelity. Because co-teaching teams are not trained together, teachers' efficacy in the delivery of co-taught instruction has often been negatively affected. This project study provided insight into the perceptions of co-teachers regarding the implementation of co-teaching practices. Bandura's self-efficacy theory served as the conceptual framework for this study. Using a qualitative, bounded, single case study design, the study explored the perceptions of co-teachers and the planning practices …