Narratives of Special Education Teachers Co-teaching in Secondary Mathematics Inclusion Settings
Abstract
The literature often depicts special education co-teachers as assistants to the general education co-teacher due to the inequity of roles of special education and general education teachers in the co-taught classroom. This inequity is more apparent in secondary mathematics classrooms, where the content is more specified. Although depicted as subordinates, many special education co-teachers serve as instructional leaders in the co-taught mathematics classroom. This narrative inquiry explored the experiences of special education co-teachers who have become instructional leaders in the classroom. Using the lens of Mezirow’s transformative learning theory, this study investigated special education co-teachers’ transformation into instructional leaders.
Presentation Description
This research highlights special education teachers who have defied the stereotype and have truly become co-teachers in mathematics inclusive classrooms. Findings of this study confirmed the importance of administrative support in the implementation of co-teaching and special education teachers who are instructional leaders are intrinsically motivated and assertive.
Keywords
Co-teaching, Mathematics Instruction, Inclusion, Secondary Education
Location
Room B
Publication Type and Release Option
Presentation (Open Access)
Recommended Citation
Starling, Cristy N., "Narratives of Special Education Teachers Co-teaching in Secondary Mathematics Inclusion Settings" (2018). Curriculum Studies Summer Collaborative. 19.
https://digitalcommons.georgiasouthern.edu/cssc/2018/2018/19
Narratives of Special Education Teachers Co-teaching in Secondary Mathematics Inclusion Settings
Room B
The literature often depicts special education co-teachers as assistants to the general education co-teacher due to the inequity of roles of special education and general education teachers in the co-taught classroom. This inequity is more apparent in secondary mathematics classrooms, where the content is more specified. Although depicted as subordinates, many special education co-teachers serve as instructional leaders in the co-taught mathematics classroom. This narrative inquiry explored the experiences of special education co-teachers who have become instructional leaders in the classroom. Using the lens of Mezirow’s transformative learning theory, this study investigated special education co-teachers’ transformation into instructional leaders.
