Education Commons^™

Comparing Types Of Student Placement And The Effect On Achievement For Students With Disabilities, Patricia Mason

Doctoral Dissertations and Projects

Since implementing No Child Left Behind, schools have improved student achievement while also preparing students for the 21st century. Schools continue to strive for 100% proficiency in all subgroups by 2014, but achievement gap exists for students with disabilities. This study used a causal comparative research design to test the concept of co-teaching by comparing types of placement for students with disabilities and the effect on student achievement. For this study, placement was considered where the student received instruction in either a general education class or a co-taught class during 9th through 11th grade. Student achievement was based on the …

The Effects Of Co-Teaching On Regular Education And Special Education Students’ Standardized Communication Arts Test Scores In A Suburban Midwest Middle School, Angeline Nicole O'Neal

Dissertations

ABSTRACT In response to numerous mandates in the field of education, schools have found it imperative to ensure that teachers are incorporating effective instructional methods which meet the diverse needs of student populations within a single classroom. The co-teaching model of instruction is just one way educators have chosen to lead classroom instruction in order to reach all learners. In the co-teaching setting two or more teachers work together to deliver instruction to a heterogeneous group of students in a class. This research study was completed to determine if the co-teaching method featuring two content area teachers had a positive …

A Comparison Of General Education Co-Teaching Versus Special Education Resource Service Delivery Models On Math Achievement Of Students With Disabilities, Tammy Nash

Doctoral Dissertations and Projects

Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To meet these requirements, co-teaching has become a popular service delivery model for instruction of students with disabilities within the general education setting. The purpose of this causal-comparative study was to compare math achievement of secondary students with disabilities in general education co-taught math classes to students with disabilities in special education resource math classes. Participants included 145 high school students with disabilities from four large suburban schools in Northeast Georgia. Learning outcomes were measured by …

The Effects Of Professional Development On Co-Teaching For Special And General Education Teachers And Students, Chelsea Miller, Kevin Oh

The Journal of Special Education Apprenticeship

As we progress into a future where more students with IEPs are in general education classes, teachers must be innovative, creative, and passionate about providing an opportunity for all students to succeed in the classroom. Rather than students with IEPs be taken from their classrooms to receive remedial services from their special education teacher, it is more beneficial to all students and teachers to have education specialists and general education teachers co-teach classes (Conderman, 2011). Education specialists have extensive knowledge in acquisition of literacy skills, how to scaffold, and present information through multiple mediums. General education teachers are experts in …

The Effects Of Professional Development On Co-Teaching For Special And General Education Teachers And Students, Chelsea Miller, Kevin Oh

School of Education Faculty Research

As we progress into a future where more students with IEPs are in general education classes, teachers must be innovative, creative, and passionate about providing an opportunity for all students to succeed in the classroom. Rather than students with IEPs be taken from their classrooms to receive remedial services from their special education teacher, it is more beneficial to all students and teachers to have education specialists and general education teachers co-teach classes (Conderman, 2011). Education specialists have extensive knowledge in acquisition of literacy skills, how to scaffold, and present information through multiple mediums. General education teachers are experts in …

An Analysis Of Co-Teaching Instruction Provided In Teacher Education And Inservice Training For Special Education And General Education Teachers, Catherine S. Howerter

UNLV Theses, Dissertations, Professional Papers, and Capstones

The No Child Left Behind Act (NCLB) (2001) and the Individuals with Disabilities Education Improvement Act (IDEA)(2004) call for students with disabilities to be given access to the general education environment. Currently, at least half of all students with disabilities receive more than 80% of instruction in the general education classroom (U.S. Department of Education, 2008). Although there are no direct mandates to use co-teaching, it has become the preferred model of instructional delivery within the general education classroom (Pugach & Blanton, 2011).

General and special education teachers need to be provided instruction on the fundamentals of co-teaching in their …

Co-Teaching In Inclusive Classrooms Using Structured Collaborative Planning, Dusty C. Embury, Megan S. Dinnesen

Kentucky Journal of Excellence in College Teaching and Learning

A pair of co-teachers in a U.S., mid-western, suburban school district participated in a co-teacher training and subsequent research study, in an effort to encourage role changes that would increase the engagement of students with disabilities in the classroom, This case study presents the experiences of two co-teachers teaching in an inclusive, seventh grade science class. The teacher participants were first trained through voluntary participation in countywide, three-day in-service on co-teaching and brain-based learning and then interviewed. Over the course of the ten-week study, the co-teachers used a structured collaborative planning protocol to prepare for weekly co-teaching. Teachers and students …

Co-Teaching In Inclusive Classrooms Using Structured Collaborative Planning, Dusty Columbia Embury

Teacher Education Faculty Publications

A pair of co-teachers in a U.S., mid-western, suburban school district participated in a co-teacher training and subsequent research study, in an effort to encourage role changes that would increase the engagement of students with disabilities in the classroom, This case study presents the experiences of two co-teachers teaching in an inclusive, seventh grade science class. The teacher participants were first trained through voluntary participation in countywide, three-day in-service on co-teaching and brain-based learning and then interviewed. Over the course of the ten-week study, the co-teachers used a structured collaborative planning protocol to prepare for weekly co-teaching. Teachers and students …