A Study of Co-Teaching Identifying Effective Implementation Strategies

Research output: Contribution to journalArticle

Abstract

Co-teaching models have been established in research as an instructional delivery method to provide instruction to diverse students in an inclusive general education setting. Research of inclusive classrooms where general education and special education teachers co-instruct indicates learning for students with learning disabilities (LD) is improved (Cramer, Liston, Nevin & Thousand, 2010). Co-teaching models have been addressed in the literature, however, responsibilities of general and special education teachers regarding co-planning, co-instruction and co-assessing to implement co-teaching effectively requires further investigation (Mastropieri et al., 2005). This qualitative study investigated two co-taught elementary classrooms. The case study examined information from teachers in reading and math co-taught classrooms to document method of implementation and to gain insight into participants’ knowledge and perceptions of co-teaching. Information was gathered from two elementary
Original languageEnglish
Pages (from-to)538-550
JournalInternational Journal of Special Education
StatePublished - Dec 2017

Fingerprint Dive into the research topics of 'A Study of Co-Teaching Identifying Effective Implementation Strategies'. Together they form a unique fingerprint.

Cite this