Finding Their Voice: Co-Teaching, Communication, and Collaboration

Team teaching;Teacher collaboration;Co-teaching;Inclusion;Regular and special education relationship;Teaching models;Education;College of Education, Health & Human Services

Hiller, Jennifer L.Killu, Kim ;

University of Michigan

关键词: Team teaching;    Teacher collaboration;    Co-teaching;    Inclusion;    Regular and special education relationship;    Teaching models;    Education;    College of Education, Health & Human Services;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/148271/JHiller%20REVISED%20Final%20Dissertation%203-11-19%20%281%29.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

How we educate students with disabilities has transformed since the passage of PL 94-142, also known as the Education of All Handicapped Children Act, in 1975. The merging of special education and general education teachers has supported the need for their collaboration and communication to meet the needs of a diverse group of learners. The increased inclusion of students with disabilities in general education classrooms has resulted in the implementation of a service delivery model known as co-teaching. Co-teaching has focused on bringing a general education and special education together in a classroom. Communication and collaboration between educators have been deemed important factors in the success of a co-teaching pair and this research examined how teachers communicate, collaborate, and interact with one another in the classroom and in planning time.The success of co-teaching is contingent on both pairs believing in the importance of co-teaching to support students with and without disabilities as well as a desire to work with one another. The findings of this study indicated that general education teacher continues to lead the curriculum planning and timeline for lessons. Special education teachers support students within the classroom and provide differentiated and accommodated instruction. A key factor in the relationship between a special education and general education teacher’s partnership is the background knowledge that the special education has about students. This background knowledge supports teachers in planning and in the classroom.