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The Perceptions And Experiences Of General And Special Education Teachers Toward Co Teaching
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Book Synopsis The Perceptions and Experiences of General and Special Education Teachers Toward Co-teaching by : Sandra L. Hock
Download or read book The Perceptions and Experiences of General and Special Education Teachers Toward Co-teaching written by Sandra L. Hock and published by . This book was released on 2018 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many schools have begun implementing co-teaching involving a general and special education teacher working collaboratively together within a classroom to deliver instruction to all students within a general education classroom environment. This trend has shown progression over the last 20 years with the implementation of the Individuals with Disabilities Act (IDEA) in 2004, and No Child Left Behind (NCLB) in 2001. The purpose of this qualitative study was to research the results of studies at the elementary, middle and high school levels on the perceptions and experiences of general and special education teachers on the implementation of co-teaching and determine how these perceptions and experiences relate to implementing successful co-teaching models. Factors that will be reviewed as a part of this study are: experience, perceptions, professional development, and administrator support. The research was completed in three phases: distribution of a Likert Co-Teaching Survey, Semi-Structured Interviews and a prototype Case Study. The prototype case study was conducted in a large suburban unit school district about 50 miles west of Chicago, Illinois. The overall community population is 31,832 with a median household income of $102,987 (U.S. Census Bureau, 2014). The student population of the district is 18,209 making it the 7th largest school district in the state of Illinois. The general and special education participants in this prototype case study were from one elementary school located within the district. The review of literature supports that the perceptions of general and special education teachers have a profound impact on the success of co-teaching (Gokdere, 2012), sustains the need for adequate and on-going professional development (Austin, 2001; Cook & Friend, 1995; Cramer & Nevin 2006; Danmore & Murray 2009; Friend, 2000, 2007; Idol, 2006; Scruggs, 2007), and support the need for positive administrative support for a successful co-teaching program.
Book Synopsis Perceptions of Co-teaching by Content Area and Special Education Teachers with and Without Experience by : Ashley Blanca Rodrigues
Download or read book Perceptions of Co-teaching by Content Area and Special Education Teachers with and Without Experience written by Ashley Blanca Rodrigues and published by . This book was released on 2013 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools are required by the Individuals with Disabilities Education Act of 2004 (IDEA) to include students with disabilities in the general education classroom. Recently there has been emphasis on co-teaching as a method to comply with this mandate. Co-teaching is a technique geared at utilizing a special education teacher and a content area teacher to concurrently instruct both students with and without disabilities in the general education setting. It is well established in the literature that it is vital that together both the content area teacher and special education teacher in these settings be effectively trained to meet the needs of the students with disabilities without hindering the progress of the students without disabilities (Fleming & Bauer, 2007; Goor, 1994; Dieker, & Murawski, 2003). This study investigated the perceptions of special education and content area teachers with and without experience co-teaching of co-teaching. Twenty-two content area and fifteen special education teachers with and without co-teaching experience and currently enrolled (academic year of 2012-2013) in the graduate course of ED530 Teacher as a Researcher at Bridgewater State University responded to an 82-item survey to identify their experience and perspectives on co-teaching. Results of this study identified several features of content area and special education teachers' experience and views of co-teaching. Recommendations are offered for future research in the area of co-teaching and co-teaching professional development.
Book Synopsis Perceptions of Special Education and General Education Teachers on Co-teaching of Students with Disabilities in Southeast Georgia School Systems by : Deborah Richardson
Download or read book Perceptions of Special Education and General Education Teachers on Co-teaching of Students with Disabilities in Southeast Georgia School Systems written by Deborah Richardson and published by . This book was released on 2008 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The researcher's purpose of this study was to understand perceptions of co-teaching by special education and general education teachers, and how those perceptions make the implementation of co-teaching for students with disabilities in the general education classroom successful. The study examined teacher perceptions on training for co-teaching, recommended practices for co-teaching, and supports needed for the co-teaching team. The researcher administered a Likert-scale survey, Perceptions of Co-Teaching Survey developed by Vance Austin (2001) to 45 special education and 98 general education teachers with co-teaching experience from three school districts in southeast Georgia. Teacher perceptions in three different areas were addressed: (1) Perceptions of current experience and recommended practices for co-teaching. (2) Preparations necessary for co-teaching and (3) School based supports that facilitate co-teaching. The researcher analyzed differences in the two groups of participants, special education teachers, and general education teachers. Outcomes presented were generally in agreement on the perceptions from the two groups. A Likert type survey was administered to 98 general education and 45 special education certified teachers with experience in co-teaching. The survey was administered in three southeast Georgia school districts. The survey showed the perceptions of both groups of teachers were in agreement for current practices, preparations necessary for co-teaching and school based supports that facilitate co-teaching. Co-teaching is a model for special education services that is used increasingly due to IDEA regulations of Least Restrictive Environment (LRE). This method of service delivery involves the cooperation and trust of both general education and special education. The study provides information on what general education and special education teachers perceive as important to their co-teaching experience.
Book Synopsis Co-Teaching That Works by : Anne M. Beninghof
Download or read book Co-Teaching That Works written by Anne M. Beninghof and published by John Wiley & Sons. This book was released on 2020-07-15 with total page 327 pages. Available in PDF, EPUB and Kindle. Book excerpt: Guaranteed Success for the Co-teaching Classroom Following the success of the first edition, Co-Teaching That Works: Structures and Strategies for Maximizing Student Learning, Second Edition is here to provide actionable advice to co-teachers seeking to utilize one another's strengths. Unlike other co-teaching books, this manual is written for every possible educator combination—not simply general educators. You'll find sections on everything from co-teaching in literacy and speech-language therapy to special education and technology so that, no matter what subject matter or expertise, you'll be prepared to co-teach. This book is written to provide concrete, actionable advice, including: Co-Teaching Roll Out Plans Leadership Guidelines Relationship Development Best Co-Teaching Models Specially Designed Instruction And more Educators will have the opportunity to learn from other experienced co-teachers who share their personal stories, tips, and tried-and-true co-teaching techniques that lead to student success. Their creative, time-efficient approaches will revolutionize the way you view your classroom teaching strategies and enhance your ability to collaborate with other educators. Whether you are planning to build your co-teaching strategy from scratch or just looking to refine your current approach, Co-Teaching That Works will undoubtedly be a priceless resource to have in your professional toolbox.
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.
Book Synopsis Teachers' Perceptions of the Benefits and Disadvantages of Co-teaching with Special Education Teachers by : Charlotte Courtney Leedom
Download or read book Teachers' Perceptions of the Benefits and Disadvantages of Co-teaching with Special Education Teachers written by Charlotte Courtney Leedom and published by . This book was released on 2006 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis describes general education teachers' perceptions of the benefits and disadvantages of co-teaching with special education teachers in the delivery of a standards-based curriculum at the elementary and middle school levels. The researcher collected data from interviewing five different general education teachers from three different school sites. The teachers taught in classrooms that had students with and without disabilities. This study focuses upon the practical logistics of co-teaching, administrative support, lessons learned from experience, and advice to new co-teachers. Interview results indicated that general education teachers do support co-teaching as a means for providing students with disabilities access to the general education core curriculum. By working together, the general education teachers felt they had a better chance of implementing a learning environment conducive to instructing students with and without disabilities, than they would have on their own. Key words: Inclusion, collaboration, co-teaching, perceptions, Individuals with Disabilities Education Act, universal design.
Book Synopsis Early Career Teachers' Perceptions of Their Preparation for and InitialExperiences in Co-Taught Classrooms by : Cynthia Thrasher Shamberger
Download or read book Early Career Teachers' Perceptions of Their Preparation for and InitialExperiences in Co-Taught Classrooms written by Cynthia Thrasher Shamberger and published by . This book was released on 2010 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many general education and special education teachers report being unprepared for the challenges of serving students with disabilities in the general education classroom (Kloo & Zigmond, 2008; Rea & Connell, 2005) and lacking skills necessary for co-teaching and collaborating within the school community (Grant & Gillette, 2006; Little & Theiker, 2009). The purpose of this study was to survey general and special education teachers (n=149), who were recent graduates of one teacher education program in the southeastern Unites States, on their perceptions of the effectiveness of their teacher education program in preparing them to co-teach. Variables included area of certification, years of experience, co-teaching experience and personal demographics along with descriptions of the extent that co-teaching was perceived to have been discussed, modeled, observed, and coached during the teacher education program and later practiced in classroom settings. Most participants were female, taught at the elementary level, held a bachelor's degree, and had three or less years of teaching experience. Results indicated many graduates had some orientation to co-teaching and perceived the teacher education program as relatively effective in preparing them to co-teach. However, data suggest variation in the amount of exposure to co-teaching preparation, field experiences, and subsequent skill attainment for co-teaching across the program. Additionally, implementation of co-teaching practices varied among participants, as did experiences and satisfaction with the co-teaching model. These findings may inform the teacher education program in future decision making to benefit future teacher candidates by providing enhanced course content and field experiences that focus more directly on acquisition of co-teaching knowledge and skills. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Book Synopsis Special Education Pre-service Teachers' Perceptions of Cooperating Teachers' Co-teaching Relationships by : Christianna N. Vehlow
Download or read book Special Education Pre-service Teachers' Perceptions of Cooperating Teachers' Co-teaching Relationships written by Christianna N. Vehlow and published by . This book was released on 2020 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: During clinical experiences, in-service teachers provide models of instruction for pre-service teachers to learn. With the inclusion of students with special needs in general education settings, these models of instruction often include co-teaching. It is vital for pre-service teachers to see productive co-teaching models since co-teaching is a complex form of instruction differing greatly from traditional solo instruction. Currently there is a dearth of research in the fields of co-teaching and special education regarding the influence of perceived quality of co-teaching modeled in clinical experiences and the development of pre-service teacher attitudes and confidence toward co-teaching. This study sought to describe the co-teaching experiences special education pre-service teachers perceived as significant in developing their own co-teaching confidence and perceptions based on the perceived quality of co-teaching modeled by their cooperating teacher. In this multiple case study, I collected data from special education pre-service teachers regarding their experiences observing co-teaching in clinical placements using virtual interviews and online journals. I performed a thematic analysis of the data using deductive coding. I found participants' perceptions of quality co-teaching were similar to those in the literature, indicating the pre-service teachers in this study adequately evaluated the co-teaching relationships they observed. Furthermore, participant responses indicated that their perception of co-teaching relationship quality appeared to influence their interest and confidence in future co-teaching as in-service teachers. These findings should be considered in the creation of systematic co-teaching preparation in teacher education programs, specifically in the placement and support of pre-service teachers in co-taught classrooms during clinical experiences.
Book Synopsis Co-Teaching Do's, Don'ts, and Do Betters by : Toby J. Karten
Download or read book Co-Teaching Do's, Don'ts, and Do Betters written by Toby J. Karten and published by ASCD. This book was released on 2020-07-23 with total page 271 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching has been increasingly adopted to support students in the general education classroom. After 20 years of field testing, we know what works—and what doesn't. In this practical guide, co-teaching and inclusion experts Toby J. Karten and Wendy W. Murawski detail the best practices for successful co-teaching and ways to troubleshoot common pitfalls. This book addresses the do's, don'ts, and do betters of * The co-teaching relationship and collaborative roles. * Co-planning instruction and assessment. * Co-teaching in action. * Academic and behavioral supports and interventions. * Collaborative reflections, improvements, and celebrations. Readers will gain valuable insights on what to start doing, what to stop doing, and how to improve their co-teaching practices to better reach all students.
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.
Book Synopsis The Effects of Targeted Professional Development and Teachers' Attitudes in Co-taught Classrooms by : Kristin Kowalczyk Johnson
Download or read book The Effects of Targeted Professional Development and Teachers' Attitudes in Co-taught Classrooms written by Kristin Kowalczyk Johnson and published by . This book was released on 2021 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative phenomenological study was to explore the perception and lived experiences of general education teachers and special education teachers in a co-taught classroom. The study looks at the effects of targeted professional development and teachers' attitudes in co-taught classrooms at the high school level in Pennsylvania. This study is framed by the following research questions: (a) How do general education and special education teachers describe the essences of their experiences with co-teaching? (b) How do the attitudes of general education teachers and special education teachers affect the co-teaching environment at the high school level? and (c) Can a Professional Learning Community (PLC) focused on co-teaching strategies improve the perceptions of teachers toward one another and the roles each plays in the classroom? The conceptual framework that provides a foundation for this study is based on the researcher's experience over the past 17 years as a special educator in the co-teaching classroom. Looking through a social constructivist lens, the three streams that form the foundation for the current research include: legislation, effective co-teaching models, and strategies within a co-taught classroom. For the qualitative research, three dual certified teachers, twelve general education teachers, and six special education teachers participate in interviews, xii focus groups, journaling, and observations. Once data are collected, transcriptions explore themes of the lived experiences of all the general education teachers and special education teachers within the co-taught classroom. Keywords: Co-teaching, professional development, inclusion, special education, general education, professional learning community
Book Synopsis Teachers' Perceptions of Co-teaching by : Tyler Marshall Long
Download or read book Teachers' Perceptions of Co-teaching written by Tyler Marshall Long and published by . This book was released on 2012 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-teaching has been developed as an instructional approach to support students with disabilities in general education classrooms. Co-teaching as an instructional method has been found to be one effective solution for how schools can effectively provide an individualized education for students with disabilities, within the least restrictive environment, in order for them to meet the standards of No Child Left Behind. This study was conducted to examine the academic and social benefits of co-teaching for students with special needs. The researcher examined what teachers perceive co-teaching to be and how those teachers are implementing the model based on their personal beliefs. Participants in this study included four teachers, two general education and two special education teachers, with an average of 11.25 years of total teaching experience. Data was collected from surveys, observations, and a review of attendance records and discipline referrals. WESTEST results were also examined to see if the effectiveness of the co-teaching method concerning student achievement in the content areas of reading and math. This study found that from an academic standpoint, special needs students can successfully retain content material from participating in the co-taught classroom, particularly in the subjects of math and reading. Socially, the researcher found that the attendance and behavior of special needs students did improve as well. Based on this studies results, co-teaching appears to be an effective instructional option for meeting the social and academic needs of students with disabilities.
Book Synopsis Creating Inclusive Classrooms by : Spencer J. Salend
Download or read book Creating Inclusive Classrooms written by Spencer J. Salend and published by . This book was released on 2010-02-15 with total page 599 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating an inclusive classroom means understanding federal legislation as well as national and state standards, but the practical and streamlined seventh edition of Creating Inclusive Classrooms: Effective and Reflective Practices recognizes that it means more than that. This text goes beyond the typical inclusion text, translating theory and research into practices you can use in your inclusive classroom by illustrating the principles of effective inclusion through classroom scenarios, online footage, and successful strategies. The text has the most current vision of today's inclusive classroom, which truly helps you create a successful educational experience for all students. New to This Edition: *NEW UDL and You features throughout the text guide you in understanding and implementing the principles of universal design to help all learners access the general education curriculum and succeed in inclusive classrooms.
Download or read book Co-Teaching written by and published by . This book was released on 2013 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed method research investigates the extent of change in general and special education teachers' perceived efficacy after co-teaching. The integrated findings illuminate the perceptions of teachers before and after co- teaching. The main conclusions are discussed with regard to existing literature on co-teaching. Overall, results indicate that there is an increase in teachers' perception of their ability to instruct students with disabilities within the general education classroom after co-teaching. It appears that co-teaching may play a role in their ability to provide the appropriate instruction to students with disabilities in the general education classroom. In addition, this study concludes that although teachers perceive they are allotted more planning time as they co-teach, the lack of quality time may be negatively impacting the role of special educators in the co-taught classroom.
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 Press. This book was released on 2013-01-04 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Exploring the four approaches to co-teaching, this book provides discussions on the roles of paraprofessionals and administrators, as well as looking at lesson plans linked to the Common Core.
Book Synopsis Co-teaching in Middle School Inclusive Classrooms: Perceptions of Administrators, Special Education Teachers, and General Education Teachers by : Thomas Anthony Compitello
Download or read book Co-teaching in Middle School Inclusive Classrooms: Perceptions of Administrators, Special Education Teachers, and General Education Teachers written by Thomas Anthony Compitello and published by . This book was released on 2003 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the co-teaching model of instruction in two different school districts within southeastern Pennsylvania. Three middle schools, one in School District I, and two in School District II, participated in the study. The study examined how administrators and teachers from two different school districts perceived collaborative teaching and its significance in addressing the needs of middle school students, with and without exceptionalities, within diverse, inclusive classrooms. The study analyzed the responses of 12 teacher respondents, four in School District I, Middle School A, and eight in School District II, four in Middle School B, and four in Middle School C. Each special education and general education respondent completed a Perceptions of Co-Teaching Survey which utilized Likert continuum responses. Five co-taught classes were observed by the researcher, one in Middle School A, two in Middle School B, and two in Middle School C. In order to acquire qualitative data with regard to co-teaching experiences, the researcher utilized open-ended probes during twelve teacher and three administrator telephone interview sessions. The study results indicated that a majority of participants believed that the collaborative model of instruction is a viable strategy to implement in order to meet the needs of all children in diverse, inclusive classrooms.
Book Synopsis Purposeful Co-Teaching by : Greg Conderman
Download or read book Purposeful Co-Teaching written by Greg Conderman and published by Corwin Press. This book was released on 2008-10-15 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create powerful teaching partnerships that promote success for every student in inclusive classrooms! Ideal for both general and special education classrooms, this indispensible resource integrates interpersonal skills, instructional design, and teaching philosophy to guide educators through the beginning stages of co-teaching relationships toward smooth collaboration. The authors provide proven instructional strategies such as visuals, mnemonics, formative assessment, and more, for use within co-teaching partnerships. Additional resources include: Chapter activities and checklists for planning lessons Case studies from various subject areas and grade levels to illustrate the realities of co-teaching Resources such as books, videos, and helpful Web sites
