Location
Hamilton B
Proposal Track
Research Project
Session Format
Presentation
Abstract
The problem addressed by this study was that coteachers in the district had verbalized a need to address insufficiencies in their understanding about what constitutes best models or practices in inclusion settings. Specifically, coteachers voiced frustration regarding a lack of knowledge about inclusion practices and a lack of necessary training to better equip them to work in coteaching settings. Most of all, teachers in the district articulated concerns regarding the perceived lack of collaboration between coteachers, making it difficult for them to work together. Some teachers put forth views that coteaching as they experienced it was not the type of coteaching that they had expected it to be.
The purpose of this study was to develop a foundational understanding of coteachers’ views about current attributes of coteaching, as well as best practices, to facilitate an understanding for the maintenance and improvement of the coteaching provided in third- through eighth-grade classrooms in the state. No research to date had documented data of this sort. To explore these areas, a mixed-method design was used to address this study.
Keywords
Inclusion, Teaching Models, Teacher Collaboration, Regular and Special Education Relationship
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ricks, Crystal, "Coteaching in an Inclusion Setting: Perceptions of Third- Through Eighth-Grade Educators" (2016). Georgia Educational Research Association Conference. 51.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/51
Included in
Coteaching in an Inclusion Setting: Perceptions of Third- Through Eighth-Grade Educators
Hamilton B
The problem addressed by this study was that coteachers in the district had verbalized a need to address insufficiencies in their understanding about what constitutes best models or practices in inclusion settings. Specifically, coteachers voiced frustration regarding a lack of knowledge about inclusion practices and a lack of necessary training to better equip them to work in coteaching settings. Most of all, teachers in the district articulated concerns regarding the perceived lack of collaboration between coteachers, making it difficult for them to work together. Some teachers put forth views that coteaching as they experienced it was not the type of coteaching that they had expected it to be.
The purpose of this study was to develop a foundational understanding of coteachers’ views about current attributes of coteaching, as well as best practices, to facilitate an understanding for the maintenance and improvement of the coteaching provided in third- through eighth-grade classrooms in the state. No research to date had documented data of this sort. To explore these areas, a mixed-method design was used to address this study.
