The COVID-19 pandemic presented new challenges for educators who teach students with disabilities (SWD). Research on the experiences of SWD during the pandemic is limited, but what is known suggests that SWD access to services and supports declined during the pandemic and that steeper learning losses are likely. Pandemic interruptions may be…

This study is a survey that was intended to measure the connection between what co-teachers actually do and what they think they should be doing as best practice. Second, it intended to study the roles and responsibilities that co-teachers report fulfilling. Finally, whether self-efficacy is a predictor of co-teacher roles and responsibilities is…

The roles of teachers and related service providers (e.g., speech-language pathologists, occupational therapists, physical therapists) are vital to skill acquisition and meaningful access to the general education curriculum for students who have been identified as having significant or extensive support needs. However, often delivery of…

In the United States, the growth of cultural and linguistic diversity of the nation's population brings students from a wide range of backgrounds to America's schools. This research investigated the perceptions of English as a New Language (ENL) and General Education (GE) co-teachers in a grades 3-5 setting. The study included the perceptions of…

This qualitative exploratory single case research study used observations, semi-structured interviews, and document analysis to explore co-teachers' perceptions of the implementation of a co-teaching instructional model in elementary school general education classrooms with clusters of English learners (EL) in attendance. A total of four…

This article investigates the practices of effective collaboration and co-teaching among Special and General Educators as it relates to the social justice concept of inclusion. Data was gathered through interviews, faculty surveys, student surveys, and personal journal reflections. The study explores the key components to reshaping the role of a…

The purpose of this exploratory study was to determine the perceptions of co-teachers concerning their professional development needs for co-teaching and to determine the level of training they received to prepare them for co-teaching. Sixty-one co-teachers (general education teachers: n = 36, 59%; special education teachers: n = 25, 41%) in the…

The purpose of this mixed method study was to examine instructional practices in the Integrated Co-teaching classes and the roles of the Co-teachers in each class to determine if the instructional practices support meaningful learning. The participants in this study were two special education teachers and two general education teachers from two…

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…

The "Individuals with Disabilities Act," "No Child Left Behind Act," and "Individuals with Disabilities Education Improvement Act" call for educators to work together to teach special education students in an inclusive setting. In this regard, research supports the use of co-teaching by general and special education…

Teachers are expected to possess not only the necessary knowledge and training to support mathematical content but also the pedagogical skills to support the learning needs of all students. Coteaching can provide solutions for general educators in diverse mathematics environments through collaboration with a special educator. This teaming can have…

Co-teaching, the pairing of general and special education teachers in a general education classroom, requires a high degree of expertise on the part of both teachers. Done well, it can be compared to a strong marriage--partners sharing and planning, reflecting and changing. Done poorly, it can be described as a blind date--co-teachers just waiting…

The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…

The Integrated Sequence Program at Davis & Elkins College, which consists of four team-taught, interdisciplinary courses, is described, along with the origins and philosophy of the program. The courses are as follows: Human Freedom and the Counterforces (freshman year); World Culture (sophomore year); Comparative Ideas (junior year); and The…

Increasingly diverse student populations in schools highlight the need for effective service delivery models to accommodate these students. One promising practice that is being utilized and becoming more commonplace in schools is coteaching (Reinhiller, 1996). Coteaching involves the deployment of a general education teacher and a special…