Federal legislations require that students with disabilities be included as full participants in the general education curriculum. Many of these students enter the high school collaborative instruction classroom with different levels of competence, yet are held to the same standards and expectations as nondisabled peers. Using purposeful sampling…

The purpose of this case study was to gain a deeper understanding of the perceptions of the feasibility of employing the five models of co-teaching (Friend & Cook, 1995) through the co-teachers' experience and how this affected both the relationship between co-teachers and student outcomes. This research addressed a literature gap not…

The No Child Left Behind Act (NCLB) of 2001 and Individuals with Disabilities Education Act (IDEA) of 2004 have directly contributed to an increase in students receiving inclusive specialized instruction within the general education classroom setting. To accommodate these students, many schools have implemented the practice of co-teaching, or…

The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of "an inclusive classroom,"…

Despite a rural Georgia school district's effort to increase the academic performance of all students, the achievement gap persists between general education and special education students. The purpose of the study was to explore what factors hindered coteachers from consistently applying differentiated instruction in elementary inclusion…

The Individuals with Disabilities Act mandates that all students with or without disabilities should be included in the regular education classroom to the greatest extent appropriate. Research shows the importance of the principal's ability to shape programs, policies and school cultures that are supportive of inclusion. Deploying a modified…

In recent years, experts and organizations involved in mathematics education have emphasized the importance of collaboration between mathematicians and mathematics teacher educators as a means of improving the professional preparation of mathematics teachers. While several such collaborative endeavors have been documented in the extant literature,…

The purpose of this study is to investigate differences between traditional conventional professional development and high quality reflective professional development and curriculum implementation of classroom practices. This study examined the extent to which professional development activities were associated with increased levels of curriculum…

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…

Assessment results of 52 special education students in a charter school in Washington, D.C., were used to compare instruction received in co-teaching models of inclusion and resource classrooms to determine their impact on end-of-year standardized state exams. Statistical analysis showed Grade 3-8 special education students currently receiving…

This study examines the teaching practices of three groups of co-teachers, six individuals co-teaching in English language classrooms in public elementary schools in Gyeonggi province in South Korea. The ways in which each of the teachers perceived their educational and professional histories as impacting their co-teaching was also investigated…

The purpose of this study was to describe the lived experiences of the learners in a fifth grade coteaching classroom. Because the practice of coteaching is gaining popularity in schools, there is increasing use of this teaching method in general education classrooms. If learning in a coteaching classroom is to be meaningful for students, it is…

English language education officially started in Japanese elementary schools in 2009. Homeroom teachers, whether experienced or not, are responsible for teaching the subject to students. Additionally, teachers are often required to team-teach with a native English speaker. It is plausible that Japanese teachers are anxious about teaching English.…

Students who are diagnosed with ADHD spend the majority of the school day in the regular education classroom. This research looked at best practices being used in the classroom and how effective teachers perceive those interventions to be. The questions of what are the attitudes of teachers towards students with ADHD, how do teachers feel about…

The purpose of this qualitative study was three-fold. First, the purpose was to identify instructional strategies implemented by a virtual public high school to serve students with disabilities. Second, the purpose of this study was to show how the curriculum for students with disabilities developed in a virtual public school in a southeastern…