Effects Of The Implementation Of A Formal Co Teaching Program In Secondary Education

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Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education

Author : Rebecca G. Rudeen
Publisher :
ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.:/5 (98 download)

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Book Synopsis Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education by : Rebecca G. Rudeen

Download or read book Effects of the Implementation of a Formal Co-Teaching Program in Secondary Education written by Rebecca G. Rudeen and published by . This book was released on 2015 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to study the professional development of a co-teaching program between general and special educators supporting students with identified disabilities in general education classrooms in a comprehensive suburban high school in Southern California. The implementers of the co-teaching program facilitated the training and supports essential to the program, provided materials designed to teach co-teaching teams valuable skills and strategies essential to co-teaching, and supplied administrators with the infrastructure of a successful co-teaching program. Findings identified common elements of effective professional learning consistent across almost all the programs: content focus, more time (contact hours) for professional learning, longer duration of professional learning, multiple professional learning activities and active learning methods, learning goals in professional learning design, and collective participation by teachers. Three key questions that guided this research are as follows: (1) How do schools implement a formal co-teaching program in secondary education? (2) What are the effects of a formal co-teaching program on co-teaching teams, administrators, and students? (3) What purposeful steps must be taken to increase success rates for an effective co-teaching program? The results of the study show that purposeful and effective professional development is imperative for any new directive but especially when it involves teaching programs such as co-teaching that directly impact student learning. Keywords: co-teaching, inclusion, general and special education partnership, special education.

The Power Of 2

Author : Adelbert L. Wilber
Publisher : Universal-Publishers
ISBN 13 : 159942696X
Total Pages : 107 pages
Book Rating : 4.5/5 (994 download)

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Book Synopsis The Power Of 2 by : Adelbert L. Wilber

Download or read book The Power Of 2 written by Adelbert L. Wilber and published by Universal-Publishers. This book was released on 2008-09-25 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Co-Teaching in the Differentiated Classroom

Author : Melinda L. Fattig
Publisher : John Wiley & Sons
ISBN 13 : 0787987441
Total Pages : 167 pages
Book Rating : 4.7/5 (879 download)

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Book Synopsis Co-Teaching in the Differentiated Classroom by : Melinda L. Fattig

Download or read book Co-Teaching in the Differentiated Classroom written by Melinda L. Fattig and published by John Wiley & Sons. This book was released on 2007-12-10 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors' award-winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.

The Impact of Co-teaching on Student Learning Outcomes in Secondary Social Studies Classrooms Implementing Content Enhancement Routines

Download The Impact of Co-teaching on Student Learning Outcomes in Secondary Social Studies Classrooms Implementing Content Enhancement Routines PDF Online Free

Author : Kimberly Caldwell Zgonc
Publisher :
ISBN 13 : 9781109950205
Total Pages : 182 pages
Book Rating : 4.9/5 (52 download)

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Book Synopsis The Impact of Co-teaching on Student Learning Outcomes in Secondary Social Studies Classrooms Implementing Content Enhancement Routines by : Kimberly Caldwell Zgonc

Download or read book The Impact of Co-teaching on Student Learning Outcomes in Secondary Social Studies Classrooms Implementing Content Enhancement Routines written by Kimberly Caldwell Zgonc and published by . This book was released on 2007 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine if differences exist in student learning outcomes between students who are instructed in a co-taught or non co-taught environment in secondary social studies classrooms implementing Content Enhancement Routines (CER). This study examined student and teacher data from seventeen matched pairs of co-taught and non co-taught middle and high school general education social studies teachers who participated in professional development in CER and professional development in co-teaching if applicable. Of the 34 participating teachers, 23 were visited by school district personnel to verify implementation of CER. Five co-teaching teams, each consisting of a general and special educator, completed a Coteaching Rating Scale (CtRS) (n=10) to analyze the level of co-teaching occurring in the classroom (beginning, compromising or collaborating stage). A systematic sample of students (n = 907) completed a CER Student Perception Survey to examine perceived differences of the use of CER in co-taught and non co-taught social studies classrooms. Student state assessment scores (n = 318) in co-taught and non co-taught classrooms were analyzed to distinguish differences in student learning gains. Specifically this study investigated if differences in student performance occur when a special educator is present in the classroom. Results indicate that although there was no statistically significant difference in student learning outcomes between the two settings, the impact of teacher preparation, professional development and the implementation of CER in the secondary social studies classroom may be determining factors in student success.

A Guide to Co-Teaching

Author : Richard A. Villa
Publisher : Corwin
ISBN 13 :
Total Pages : 192 pages
Book Rating : 4.X/5 (4 download)

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Book Synopsis A Guide to Co-Teaching by : Richard A. Villa

Download or read book A Guide to Co-Teaching written by Richard A. Villa and published by Corwin. This book was released on 2004-04-08 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt: In A Guide to Co-Teaching the reader is guided through the planning, implementation, and reflection phases with the help of these practical features: } tips on why some co-teaching arrangements work where others fail } straightforward self-assessments to make sure your goals are being met } chapters dedicated to each of the different approaches to co-teaching: supportive, parallel, complementary and team teaching } quotes and advice from teachers and students who have been successful in co-teaching experiences } answers to frequently asked questions about implementing co-teaching and its effects o teachers, students and their families { discussions of how administrators can support teachers to move toward co-teaching.

Co-Teaching for High School

Author : Adelbert L. Wilber
Publisher :
ISBN 13 : 9781432721930
Total Pages : 0 pages
Book Rating : 4.7/5 (219 download)

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Book Synopsis Co-Teaching for High School by : Adelbert L. Wilber

Download or read book Co-Teaching for High School written by Adelbert L. Wilber and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching has been introduced as a means of bridging the gap between special and general education and meeting the unique needs of students with and without disabilities. While the number of texts on co-teaching is growing, there are still no concrete examples of the day-to-day struggles associated solely with secondary schools.This report tells educators exactly what they need to know prior to implementing a co-teaching program, and may point out some factors not considered for those who may already have a program in progress.

Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms

Download Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms PDF Online Free

Author : Hawazen Ahmad Alasiri
Publisher :
ISBN 13 :
Total Pages : 227 pages
Book Rating : 4.:/5 (113 download)

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Book Synopsis Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms by : Hawazen Ahmad Alasiri

Download or read book Teachers Use and Perceptions of the Impact of Response to Intervention (RTI) on Co-teaching at the Secondary Level in General Education Classrooms written by Hawazen Ahmad Alasiri and published by . This book was released on 2019 with total page 227 pages. Available in PDF, EPUB and Kindle. Book excerpt: When working together, Response to Intervention (RTI) and co-teaching can serve the needs of teachers and their students in a duet that Murawski and Hughes (2009) called "a logical combination for successful systematic change" (p. 267). According to the U.S. Department of Education, the number of students with disabilities, ages 6-21, who spent most of the school day in general classrooms in regular schools increased from 33% in 1990 to 62% in 2014 (U.S. Department of Education, 2016). With twice as many students with disabilities attending general education classrooms today, it is essential that all stakeholders in the education field gain a deep understanding of teaching and learning in inclusive classrooms. Today, co-teaching allows two professional, certified teachers to work together, sharing the responsibility of delivering instruction for all students in general classrooms, including students with special needs, using flexible approaches to meet individuals' needs (Friend, 2008). Response to Intervention (RTI) is a three-tiered identification and support system designed to meet the needs of all students by providing "quality differentiated instruction" (Villa & Thousand, 2011). Together, co-teaching and RTI can create an effective environment for students with different needs. In part, co-teaching serves as an ideal method for putting RTI into action. Often, research on co-teaching focuses on teacher roles and responsibilities. It tends to overlook the impacts on student educational achievement and social development, thus, creating a gap in the literature. This phenomenological qualitative study explores teachers' use and perceptions of RTI on co-teaching in general classrooms and the benefits and barriers impacting co-teaching. It is informed by the increase of students with disabilities in general education classrooms, growing implementation of co-teaching practice, combined value of RTI and co-teaching, and lack of student-focused research on the subject.

Evaluating the Impact of Co-teaching on Academic Achievement and Student Well Being

Author : Joseph Geever
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (139 download)

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Book Synopsis Evaluating the Impact of Co-teaching on Academic Achievement and Student Well Being by : Joseph Geever

Download or read book Evaluating the Impact of Co-teaching on Academic Achievement and Student Well Being written by Joseph Geever and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special Education Services in the United States are moving toward more inclusive education. Legal guidelines surrounding Least Restrictive Environment (LRE) will continue to push districts and schools to increase LRE over the next decade. Discussions and decisions on how to provide inclusive education will inevitably interrogate the co-teaching model. The purpose of this research is to analyze in what ways the utilization of a co-teaching model impacts student attitudes, perceptions and student grades within the ELA classroom. While inclusive education follows an ethical imperative, co-teaching is not a research-based practice to be used as a model for inclusive education. More research is needed to validate the use of co-teaching in districts and schools. A qualitative case study utilizing a bounded system was employed, with homogenous sampling used to select participants involved in the co-taught program. An open-ended qualitative questionnaire in conjunction with an analysis of students grades across two years was used to collect data. Results were analyzed for themes and compared to previous research. Results suggested that co-teaching provides a positive impact on student wellbeing. Grade analysis indicated a positive impact on the academic achievement of Students with Disabilities (SWD) and Students Without Disabilities (SWOD). The need for more research into the impact of co-teaching on the educational needs of students remains. While studies suggest the positive impact of co-teaching on academic achievement, too many variables exist in this research to validate the practice. Additionally, there is little research into the social emotional or behavioral impacts of co-teaching. This study concluded that co-teaching has the potential to meet the educational needs of students and provide a beneficial model for inclusive education. By implementing co-teaching with rigor and goal driven data analysis, districts and schools could continue to build the data necessary to validate co-teaching as a research-based practice. Keywords: co-teaching, implementation, inclusive education, Least Restrictive Environment, Students With Disabilities, Students Without Disabilities

Co-Teaching: Strategies to Improve Student Outcomes

Author : Marilyn Friend
Publisher : National Professional Resources Inc
ISBN 13 : 1949961060
Total Pages : 6 pages
Book Rating : 4.9/5 (499 download)

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Book Synopsis Co-Teaching: Strategies to Improve Student Outcomes by : Marilyn Friend

Download or read book Co-Teaching: Strategies to Improve Student Outcomes written by Marilyn Friend and published by National Professional Resources Inc. This book was released on 2019-02-25 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching is a popular service delivery model for students who are entitled to special education or other specialized services, such as support services for English learners. Evidence shows that the implementation of co-teaching is significantly associated with improved student outcomes. However for co-teaching to be effective, teachers need to thoroughly understand what the arrangement entails and what it takes to make co-teaching work. In the second edition of this best selling quick-reference laminated guide, Dr. Marilyn Friend, a renowned authority on co-teaching, provides educators with an overview of the fundamental “what,” “why,” and “how” of co-teaching. Dr. Friend outlines six the following six co-teaching approaches, along with recommended frequency of use and variations for each.

Collaborative Teaching in Secondary Schools

Author : Wendy W. Murawski
Publisher : Corwin Press
ISBN 13 : 1412968054
Total Pages : 289 pages
Book Rating : 4.4/5 (129 download)

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Book Synopsis Collaborative Teaching in Secondary Schools by : Wendy W. Murawski

Download or read book Collaborative Teaching in Secondary Schools written by Wendy W. Murawski and published by Corwin Press. This book was released on 2009-03-31 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Comparing the co-teaching relationship to a marriage, this resource offers a lighthearted yet comprehensive perspective on setting up, conducting, and maintaining a successful co-teaching partnership.

Effects of Co-teaching on Academic Performance Among Disabled and Non-disabled Students at the Secondary Level

Author : Marie Michelle Jeannite
Publisher :
ISBN 13 :
Total Pages : 226 pages
Book Rating : 4.:/5 (114 download)

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Book Synopsis Effects of Co-teaching on Academic Performance Among Disabled and Non-disabled Students at the Secondary Level by : Marie Michelle Jeannite

Download or read book Effects of Co-teaching on Academic Performance Among Disabled and Non-disabled Students at the Secondary Level written by Marie Michelle Jeannite and published by . This book was released on 2018 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: This was a qualitative case study design that used a semi-structured and structured interview to collect data from participant teachers regarding the effectiveness of co-teaching in a special education classroom. The purpose of this study was to gain an understanding of the methods and practices used by high school general and special education teachers and to explore the lived experiences of successful co-teachers in order to gain in-depth knowledge about their experiences, toward the goal of improving co-teaching and improving student learning. Review of the literature indicated the need for professional development to support the diverse group of learners in a co-teaching setting. The literature review also showed that the success of co-teaching practice has not relied as much on the characteristics of children with disabilities in our schools as it has on the collaborative relationships amongst the adults in their environment. The study used a purposeful sample of 10 general and special education consisting of 5 females and 5 males, aged 35- 54 who were highly experienced in the co-teaching pedagogy and methodology. Data analysis was conducted using the NVivo 11 QSR Software. Transcribed interviews were coded thematically and analyzed to determine teacher perceptions of the co-teaching model. Data analysis showed that due to the lack of pedagogy, content knowledge, training, and their aspirations on how to implement instructional accommodations, general education teachers were not prepared and/or certified to provide instructional accommodations for high school students with specific learning disabilities. The results of the study showed that there was a lack of professional efficacy and parity between co-teachers within an inclusion classroom, due to the lack of content mastery and joint planning time.

Collaboration and Co-teaching in High School English

Author : Meredith McClarnon
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (137 download)

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Book Synopsis Collaboration and Co-teaching in High School English by : Meredith McClarnon

Download or read book Collaboration and Co-teaching in High School English written by Meredith McClarnon and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching is now the most popular instructional approach to serve students with disabilities in the general education environment throughout the United States (Chitiyo, 2017; Murawski & Lochner, 2011; Nierengarten, 2013). However, there is not consistent evidence that proves that co-teaching, as applied currently, will result in measurable academic benefit for students with disabilities in the high school setting (Friend, Cook, et al., 2010; Packard et al., 2011; Van Garderen et al., 2012). This is partially because extensive and ongoing research has not been completed at the secondary level, particularly high school (Chitiyo, 2017; Friend, Cook, et al., 2010; Packard et al., 2011. Further, the implementation of co-teaching varies from school to school (Chitiyo, 2017; Kilanowski-Press et al., 2010). Scholars suggest that the configuration of secondary schools in the United States, especially high schools, makes co-teaching far more difficult to implement than in elementary levels (Friend, Cook, et al., 2010; Isherwood, Barger-Anderson & Erickson, 2013; Packard et al., 2011). Due to the gaps and discrepancies in the literature, scholars recommend more research on co-teaching in the secondary school setting (Nierengarten, 2013; Shamberger et al., 2013; Van Garderen et al., 2012). Additionally, researchers advocate for further investigation into the conditions that are necessary for co-teaching to work consistently across school contexts (Chitiyo, 2017; Friend, Cook, et al., 2010; Kilanowski-Press et al., 2010; Nierengarten, 2013). While structures for co-teaching have been discussed, there is a lack of inquiry into how different factors impact the implementation of co-teaching partner relationships and how that in turn affects the approach teachers take towards co-teaching in high school (Chitiyo, 2017; Friend, Cook, et al., 2010; Packard et al., 2011).

Effects of a Co-teaching Teaming Program on the Instructional Practices of High School General and Special Education Teachers

Author : Stephen Phillip Gorton Bond
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (757 download)

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Book Synopsis Effects of a Co-teaching Teaming Program on the Instructional Practices of High School General and Special Education Teachers by : Stephen Phillip Gorton Bond

Download or read book Effects of a Co-teaching Teaming Program on the Instructional Practices of High School General and Special Education Teachers written by Stephen Phillip Gorton Bond and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Perceptions of Secondary Teachers on the Co-teaching Model

Author : Phillip K. Woods
Publisher :
ISBN 13 :
Total Pages : 157 pages
Book Rating : 4.:/5 (11 download)

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Book Synopsis Perceptions of Secondary Teachers on the Co-teaching Model by : Phillip K. Woods

Download or read book Perceptions of Secondary Teachers on the Co-teaching Model written by Phillip K. Woods and published by . This book was released on 2017 with total page 157 pages. Available in PDF, EPUB and Kindle. Book excerpt:

The Barriers Administrators Face When Implementing Co-Teaching Model

Author : Jessica M. Rose
Publisher :
ISBN 13 :
Total Pages : 65 pages
Book Rating : 4.:/5 (14 download)

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Book Synopsis The Barriers Administrators Face When Implementing Co-Teaching Model by : Jessica M. Rose

Download or read book The Barriers Administrators Face When Implementing Co-Teaching Model written by Jessica M. Rose and published by . This book was released on 2018 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract Administrators are tasked with implementing a co-teaching model as a way to achieve servicing students with disabilities in the least restrictive environment. Past research studies state that there are three major barriers administrators face when implementing a co-teaching model. The first barrier is a lack of training in special education methods specifically the co-teaching model. The second barrier is a need for a formal evaluation form specifically designed for observing co-teachers. The third barrier is teachers' various perspectives on administrator support in a co-teaching model. This study attempts to explore whether these barriers are apparent at the two school sites by answering the following question: What are the barriers administrators at two schools face when implementing a co-teaching model for students receiving special education services? Two elementary school sites' tenured co-teachers and their administrators completed open-ended surveys about the barriers they face when implementing a co-teaching model. Qualitative data revealed that for these two school sites the barriers research states are the barriers administrators face when implementing a co-teaching model is valid. Administrators and tenured teachers' responses were consistent in stating that the barriers are a lack of training in special education, a need for a formal evaluation form specific to co-teaching, and that teachers' perspectives varied on the support provided by administrators. Recommendations are to provide adequate training for both administrators and teachers on co- teaching, research and develop an evaluation form that is specific to co-teaching as teachers as well as administrators stated this would be helpful, and to seeks ways to offer support for co- teachers that they feel are helpful. The provided information from this study will inform educators on whether the barriers stated in the research are apparent at these two school sites as well as determine if any of the barriers have subsided over time. By addressing these barriers administrators and teachers can successfully implement the co-teaching model.

Co-Planning

Author : Andrea Honigsfeld
Publisher : Corwin Press
ISBN 13 : 1544366051
Total Pages : 281 pages
Book Rating : 4.5/5 (443 download)

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Book Synopsis Co-Planning by : Andrea Honigsfeld

Download or read book Co-Planning written by Andrea Honigsfeld and published by Corwin Press. This book was released on 2021-09-22 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pool your collective wisdom in support of your English learners! Bestselling authors Andrea Honigsfeld and Maria G. Dove have returned with this new resource that compliments and expands on their previous titles on co-teaching and collaboration by addressing collaborative planning in greater depth. Co-planning is positioned as the first step toward integrative language and content instruction as regular and purposeful collaboration ensures that Els/MLs have access to core content. Key features include: · Practical, step-by-step guidance to starting and sustaining collaborative planning for integrated language, literacy, and social-emotional development · An array of checklists, templates, and protocols for immediate implementation · Snapshots from the Field provide real-life examples of co-planning in action · Beautiful full-color design with original sketch notes to bring concepts to life · QR codes that link to author interviews elaborating on key ideas

The Effects of Co-teaching on the Academic Growth of Special Education Students, as Compared to a Traditional Pullout Program, as Perceived by Special and General Education Teachers

Download The Effects of Co-teaching on the Academic Growth of Special Education Students, as Compared to a Traditional Pullout Program, as Perceived by Special and General Education Teachers PDF Online Free

Author : Erik B. Orndorff
Publisher :
ISBN 13 :
Total Pages : 85 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis The Effects of Co-teaching on the Academic Growth of Special Education Students, as Compared to a Traditional Pullout Program, as Perceived by Special and General Education Teachers by : Erik B. Orndorff

Download or read book The Effects of Co-teaching on the Academic Growth of Special Education Students, as Compared to a Traditional Pullout Program, as Perceived by Special and General Education Teachers written by Erik B. Orndorff and published by . This book was released on 2011 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study analyzed the perceptions of special and general education teachers regarding co-teaching and its impact on the academic growth of special education students. The data were collected through the use of a researcher-generated survey. Trends and patterns emerged as a result of an analysis of the data regarding the two questions that guided this study: (a) Pertaining to special education student growth, what are special education teachers' perceptions of co-teaching as compared to a traditional pull-out program? (b) Pertaining to special education student growth, what are general education teachers' perceptions of co-teaching as compared to a traditional pull-out program? Qualitative data were collected and analyzed by means of a survey completed by 14 volunteer teachers representing one school district. A subset of six teachers were interviewed in order to collect more specific responses regarding the effects of co-teaching. The data revealed that the special education teachers and general education teachers in the study viewed co-teaching as a positive model for special education students, especially if the co-teaching relationship is positive and if there is ample time for teacher collaboration and planning. While the data did not indicate disapproval of the co-teaching model, the participating teachers indicated that this method of instruction should not be the only one for special education students. The results of this study indicated that the subjects participating in this study perceived that tutoring on math and reading fundamentals, along with the co-teaching model, would be the optimal educational experience for special education students in this particular school district.