The intended outcome of this qualitative study was to provide valuable information that could improve pre-service teacher education programs and inclusion professional development programs, as well as help guide school-based administrators on how to better support co-teaching at the secondary level. In order to accomplish the outcome, the purpose…

This study aimed to investigate and improve collaborative educational leadership to eliminate the barriers created by the lack of inclusive pedagogy and the deficit approaches to instructing students with disabilities, which together limit access to the general education curriculum and classroom in school districts in the Northeast. The Cycle 1…

As schools continue to expand educational access to students and to provide a free and appropriate education to all students, regardless of ability, many have adopted co-teaching as the means by which they achieve these goals. Many studies have been conducted to explore the potential benefits of co-teaching for students. Previous studies have also…

This dissertation presents the results from a mixed methods study designed to understand what beliefs urban middle school general education teachers hold when it comes to supporting students with disabilities (SWDs) in an inclusion classroom including classrooms that implement the integrated co-teaching (ICT) model. The quantitative portion of…

The objective of this mixed-methods descriptive phenomenological study was to explore the beliefs, attitudes, and needs of general education teachers concerning the inclusion of students with disabilities in general education classrooms with emphasis on co-teaching efforts. Researchers have presented varied and mixed views of inclusive programs…

This qualitative study explored the perceptions of general education and special education teachers regarding the effectiveness of inclusive and co-teaching practices. Perceptions from 28 teachers provided insight on the inclusive classroom setting and the effectiveness of co-teaching practices such as alternative teaching, parallel teaching,…

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of elementary teachers in inclusion classrooms. The theory which guided this study was Bandura's (2006) social cognitive theory as it related to the lived experiences of teacher preparedness for teaching in inclusion classrooms. Successful…

School administrators' support is vital in changing the culture of any educational setting. The purpose of this qualitative descriptive study was to explore how school administrators describe their support of co-teaching practices in high school inclusive classrooms in the northeastern Tri-state region of the United States. The Social Justice…

Research and understanding of principals' definitions of inclusion, along with the leadership competencies they identify as necessary in supporting this definition, is lacking and has not been done in this study's context previously. The purpose of this study was to understand how school principals define inclusion as it pertains to students with…

This purpose of this qualitative exploratory case study was to explore how general education teachers from southern Arizona perceive collaborating with special education teachers when co-teaching in their inclusion classrooms. The theoretical foundation for this research involved Lev Vygotsky's social development theory. The research questions…

The concept of serving students with disabilities in their least restrictive environment is a fundamental principle of the Individuals with Disabilities Education Act. This mandate emphasizes that students with disabilities should receive their education alongside their non-disabled peers to the greatest extent possible. This is often achieved in…

Historically, students who are identified with a learning disability have struggled with the acquisition of new material. Co-teaching is a model of instruction in which a certified special education teacher works alongside a content teacher to deliver instruction within an inclusion classroom. This research project used a qualitative methodology…

Many schools have employed inclusion practices as an instructional framework, meaning general and special educators are expected to coteach students with disabilities in the general education classroom. The research problem at the local study district was that inclusion as an instructional framework challenged the roles of general and special…

Co-teaching is an approach to inclusive education that has become important to the academic and behavioral successes of students with disabilities. However, inclusive elementary school teachers often face numerous challenges to co-teaching, including a lack of adequate training, poor collaborations between general and special education teachers,…

The purpose of this qualitative phenomenology study was to explore the preparedness of K-5 general education teachers through their lived experiences of teaching and working alongside special education teachers in the inclusive classroom. Data were gathered from thirteen teachers across Louisiana who participated in a semi-structured interview…