This quantitative study sought to determine whether there were significant statistical differences between the performance scores of special education and general education students' scores when in team or solo-teaching environments as may occur in inclusively taught classrooms. The investigated problem occurs because despite education's stated…

The purpose of this research was to determine the effect of learning anxiety on collaboration between co-teachers in the inclusion classroom. The researcher conducted professional learning workshops that allowed for data collection from a group of 38 co-teachers in grades PK-8. The participants were administered the State Anxiety Inventory to…

This research studies the leadership role in transitioning from a traditional service delivery model to a co-teaching service delivery model for students with disabilities. While there is an abundant amount of information on the service delivery model of co-teaching, sustaining co-teaching programs, and effective co-teaching programs for students…

Federal legislation mandates that students with disabilities have access to the general education curriculum to the maximum extent possible. Coteaching provides a least restrictive environment for students with special needs in the general education classroom as it allows them access to content at their level while providing opportunities to…

This study focused on developing a valid and reliable instrument that can not only identify successful co-teaching, but also the professional development needs of co-teachers and their administrators in public schools. Two general questions about the quality of co-teaching were addressed in this study: (a) How well did descriptors within each of…

This research investigates grades kindergarten - 5 English as a Second Language (ESL) and General Education (GE) co-teachers' perceptions of one another's roles, strengths, and areas for improvement in co-teaching academic language and content to English language learners (ELLs) in the GE classroom. Theories of social constructivism and…

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…

The purpose of this phenomenological study is to describe the experiences of general education elementary school inclusion co-teachers in schools that are successful with their special education population as defined by Adequate Yearly Progress and most recently, the College and Career Ready Performance Index. The participants were employed in a…

Despite nationwide advances in special education service delivery practices, disparities exist between the educational outcomes of students with disabilities versus students without disabilities. There is often disparity in teachers' roles and instructional practices in coteaching classrooms, as well as in their pullout resource classroom…

The classroom configuration of U.S. public schools is changing. Inclusion settings are becoming increasingly common because special needs students are provided with the opportunity for a complete educational experience. The inclusion model is about not only the location in which instruction is being delivered but also the introduction of new…

The purpose of this study was to explore the collaboration of co-teachers in a secondary inclusive setting through an autoethnographic approach. "In terms of labels, autoethnography is derived from 'ethnography,' a research method primarily concerned with studying the other" (Starr, 2010, p. 3). Additionally, this research approach embraces…

Response to Intervention (RTI) is a process by which schools identify students with disabilities using research-based interventions. As schools across the United States struggle to redefine district structures and processes required for RTI, special education administrators have become primarily responsible for implementation. Research describing…

The purpose of this systematic grounded theory study was to explain how problems inherent in co-teaching relationships are resolved by secondary school special education and general education teachers at an urban school district in Eastern Iowa. The participants were general and special education secondary school teachers involved in effective…

Co-teaching, the collaboration between a general education teacher and a special education teacher, is an option that is being perceived by many educators as the means to ensure that special education students have access to the same curriculum as their non-disabled peers as well as the specialized instructional strategies necessary to nurture…

This qualitative study investigated how teachers' and administrators' attitudes and perceptions about collaborative teaching affect the practice of inclusion. The study is based on the theory that attitudes and perceptions of those involved in the practice of education are critical to its success. The research questions were open-ended questions…