This dissertation investigated regular and special education co-teachers' perceptions of professional development programs and their readiness to co-teach in the elementary mathematics classroom. A gap in co-teaching literature exists regarding how teachers perceived co-teaching professional development and how it impacts their readiness to…

This comparative case study analyzed two styles of coaching, team and individual, and the perceived impact each style has on instructional practices. This study was conducted in two elementary schools that are part of the same charter organization in California. The study identified the challenges and benefits of each style through interviews with…

This mixed methods study focused on an analysis of the special education and general education teachers' perceptions of differentiated instruction and differentiated training. The researcher examined special education and general education teachers' use of differentiated instruction curriculum through classroom observations. The participants…

Purpose: The purpose of this qualitative case study was to determine the impact co-teaching professional development has had on teacher attitude and classroom practices in a secondary, middle school setting. Methodology: This qualitative case study design included the use of best practice checklists and personal interviews. Educators from a middle…

Every student deserves to be educated by teachers who are culturally proficient to ensure their needs are being met within inclusive school systems. This calls for educator preparation programs to ensure teacher candidates are culturally proficient. However, this is a pedagogical shift in isolated, rural settings due to the challenges rural…

In an effort to meet the needs of special education students in inclusion classrooms co-teaching is typically utilized as a service delivery model. Research has identified a number of benefits to co-teaching however, a number of obstacles have been found to inhibit its effective implementation in secondary schools. High school special education…

In a Georgia middle school, general and special education teachers expressed concerns about the challenges of working collaboratively in the inclusive classroom. Effective teacher collaboration is pivotal to ensure academic success of all students. The purpose of this qualitative bounded instrumental case study was to explore middle school…

Virtual education in the United States continues to be a popular option for K-12 students. The enrollment in full-time virtual schools not only represents typical learners but a growing number of students with disabilities, including low-incidence disabilities. In some states, this population exceeds the state-wide average percentage of students…

The purpose of this study was to describe how the school and classroom cultures affected practices of inclusion for students with disabilities and how the inclusionary practice of co-teaching was influenced by the school culture. This study sought to investigate school and classroom cultures and their impact on practices of inclusion. It also…

Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes…

This was an exploratory case-study of a high performing co-teaching team at the high school level. The team consisted of a special educator and a general educator in their third year of co-teaching biology. The focus of the study was on the contributions of the special education teacher; these contributions were considered in relationship to his…

In response to the low passing rate of its students with disabilities, administrators at a small urban elementary school in south Texas implemented coteaching. Guided by Nonaka and Takeuchi's collaborative learning framework, this qualitative instrumental case study was conducted to investigate the effectiveness of collaborative teaching in the…

Response to Intervention (RtI) has been widely accepted by many school districts in the United States as an instructional method that can be used to consistently decrease learning gaps and ultimately enhance learning for all students. Though implementation of RtI as an instructional method has not been legally mandated, many school districts have…

Meeting the goal of increasing academic achievement for students with disabilities in general education classes remains a challenge in the research district's high schools. Coteachers need to know if the teaching strategies of Project Instruction, Collaboration, and Environment, known as Project ICE, are effective in addressing the problem of poor…

School districts are required to provide special education students with the same education benefits available to other students at their grade level, but meeting the needs of special education students continues to be challenging as most programs provide only one teacher rather than seeking the expertise of content area specialists. Co-teaching…