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Embury, Dusty C. "Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.
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Boston-Kemple, Thomas Ernest. "A conceptual analysis of key concepts in inclusive education." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/2828.
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The concepts of an inclusive classroom, inclusion, co-teaching, and disability have been called poorly defined and in need of fresh conceptual analyses. In Chapter 1, I respond to this call for further analysis and then demonstrate, using current educational headlines, that these concepts of `an inclusive classroom,' `inclusion,' `co-teaching,' and `having a disability' are not just issues that are discussed in academia, but are also current issues in schools, courtrooms, and statehouses. In Chapter 2, the Literature Review examines philosophical literature of inclusive education, legislative and judicial history, and service delivery models for special education. In Chapter 3, Methods: A Conceptual Analysis, we examine the history and practice of conceptual analysis, and then look at the models of conceptual analysis as detailed by Jonas Soltis. Chapter 4, Conceptual Analyses, is the core of this dissertation, containing a generic analysis of the `inclusive classroom,' differentiation analyses of `inclusion,' and `co-teaching,' and a generic analysis of `having a disability.' Finally, in Chapter 5, Discussion, we examine implications for further research and conclusions.
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Darling, Kami E. "Progressive Inclusion: An Ethnographic case study. The daily life of a progressive and inclusive classroom." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253304106.
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Ellerbrock, Rebecca S. "Differentiated Instruction in an Inclusive 5th Grade Cotaught Classroom." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307648966.
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Chapple, James W. "Co-teaching: From Obstacles to Opportunities." Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1238966807.
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Hutchinson, Kaitlin Marie. "How Does Inclusion With Co-Teaching Affect Student Performance on Summative Assessments?" Otterbein University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1436867915.
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Murphy, Jennifer L. H. "Co-Teaching Inclusion Model| Perceptions of General and Special Education Attitudes and Student Achievement." Thesis, Northern Arizona University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10817146.
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Since the inception of ESEA of 1965 student achievement has been one focus on public education. Fast-forward to NCLB of 2001, a reenactment of the ESEA of 1965; school leaders have been pushed to demonstrate student achievement to all learners. With increased demands to close the achievement gap and track struggling learners co-teaching models have become increasingly popular in public schools.
This study took place in a public high school located in the Southwest region of the United States. The study consisted of mix-methods using both quantitative and qualitative measurements. The study examined student achievement among general education and special education students who participated in co-teaching model core classes. Academic achievement using quarter one and quarter two benchmark assessment findings were compared between general education and special education students.
The ATTMS survey was administered to both general education and special education teachers who work in co-teaching model classes in English, mathematics, science, and social studies in the study school. The survey was distributed to 23 teachers at FKHS and secure software was used to ensure the survey respondents remained anonymous. The survey consisted of nine Likert-scaled questions to measure teacher attitudes toward teaching all students.
After the survey was administered, five general education and five special education teachers volunteered for a one-hour focus group interview. The interview was transcribed and common response sub-items were discovered.
The quantitative results did not show a significant difference between academic achievement among general education and special education students enrolled in co-teaching model classes in each of the core content areas. The focus group interview portion of the study revealed several response sub-items from general education and special education teachers who participate in co-teaching model classes. Teachers did not provide negative feedback during the focus group, rather they provided positive input regarding the need for more support to ensure all students are successful. The survey question teachers responded to were not necessarily supported by the focus group discussion. Interestingly the focus group discussed the interpretations of the survey questions and most of the survey questions were not fully supported by the focus group discussion. The response sub-items provided more insight as to why respondents selected positive, negative, and neutral choices. Overall teachers had a vested interest in all of the students they serve including students with mild to moderate disabilities.
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Kofahl, Shelley. "The effect of co-teaching on students with disabilities in mathematics in an inclusion classroom." Thesis, Trevecca Nazarene University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140115.
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This research examined the co-teaching method of instruction for students with disabilities in the inclusion classroom setting. Quantitatively, the study sought to explore the impact of co-teaching on student achievement growth and performance. Achievement growth and performance was measured using STAR scores and TCAP assessment scores. Qualitatively, the researcher investigated teacher beliefs and attitudes toward co-teaching using a survey including Likert-scale and open-ended questions. Co-teaching was found to be beneficial, since both special education students and general education students made equal academic progress in the inclusion classroom. A teacher perception survey provided the researcher with insight into the benefits, challenges, and beliefs about co-teaching.
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Yearout, Rebecca Lee. "The Experience of Co-teaching Elementary School Teachers in a Rural Public School District." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/83390.
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As a result of recent federal legislative changes affecting educational policies, co-teaching, which requires general and special educators to work together to provide instruction to students in inclusion classrooms, has been on the rise and is considered by some educators as a method for meeting mandates required by law. While co-teaching is an idea that should work in practice, teachers who implement co-teaching find themselves facing complex issues regarding their roles and responsibilities within the context of program logistics. This qualitative study was designed to help co-teaching partners and others to understand how co-teaching partnerships are formed, develop, and work in classrooms. This understanding may be helpful to others as they seek to overcome barriers and form relationships that facilitate successful co-teaching partnerships.
Elementary co-teachers in a rural school district were interviewed face-to-face, and a document analysis was conducted to examine how co-teachers experience co-teaching partnerships. Six general education co-teachers and six special education co-teachers were randomly selected for interviews, and they were asked to bring any literature that they had received on co-teaching to the interviews.
Results indicate that co-teachers thought compatibility was important when working as co-teachers. They expressed the need for a mutual planning time during the school day, and both general and special education co-teachers were concerned about the amount of uninterrupted time special education teachers could spend in inclusion classrooms. When co-teachers thought they had a compatible partnership, they were willing to make alternative planning arrangements, and they were accepting of the time special education co-teachers could spend in the classroom.Ed. D.
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Chatman, Patricia Chatman. "Relationship between Teachers' Attitudes Toward Inclusion and Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3390.
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Integration of general and special education students in the classroom has become common in many educational systems. Researchers have found that some general education teachers may have negative attitudes of inclusion when they are inadequately prepared to instruct in an inclusion setting. The purpose of this causal-comparative study was to investigate the relationship of teachers' professional development (PD) on their attitudes about teaching in an inclusive classroom at a northeast Georgia middle school. Using Vygotsky's sociocultural developmental theory, the research question examined the difference in teachers' attitudes toward inclusion as measured by the Scale of Teachers' Attitudes Toward Inclusive Classrooms (STATIC) based on the number of PD workshops taken. All 150 general and special education teachers at the study site were invited to participate and the sample included 74 teachers who completed the STATIC. Analysis of variance results indicated that teachers who completed 3 or more PD courses had significantly more positive attitudes toward teaching in inclusive classrooms than teachers who took fewer than 3 courses. As an outcome of the study, a PD workshop was created that provided teachers with strategies to operate within an inclusive classroom. Informing administrators about the necessity to expose teachers to PD if they teach inclusion classes is essential to improving teacher attitudes, which creates an environment that promotes student success.
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williams, dwight Erving. "Secondary Teachers' Perceptions of Professional Development's Role for Instruction in Inclusive Settings." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7211.
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Students with disabilities (SWDs) are being placed in inclusive settings. The problem is that in many cases, teachers who are assigned to these students may not have necessary training in special education. Lack of such teacher training can lead to deficits in learning for SWDs. The purpose of this phenomenological study was to identify secondary general education teachers' perspectives on professional development (PD) regarding teaching SWDs in inclusion classroom settings. The conceptual framework for this study was Bandura's self-efficacy construct as presented in social cognitive theory. For teachers, self-efficacy may influence instructional practices, classroom climate, and attitudes toward educational processes. In this phenomenological study, data were gathered from 12 high school general education teachers with experience in teaching SWDs in inclusive settings using one-on-one interviews and a short demographic questionnaire. The first research question concerned whether general education teachers believed that PD could improve teachers- performance with SWDs in inclusion settings. Results indicated that respondents generally believed that PD inclusion training was needed. The second research question concerned how PD should influence coteaching in inclusion settings. Results indicated that respondents generally believed that PD inclusion training should provide skills to allow teachers to assist special education students in inclusion settings without making them feel differentiated or singled out. In future studies, it is recommended that the sample be segmented into groups of general education teachers and special education teachers, with an equal number of each. It is also recommended that a quantitative study be initiated to examine whether the findings are confirmed with a larger population.
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Wohlgamuth, Kelly J. "An Examination of Resident Educators and the Role of Self-Efficacy on Teaching in Collaborative Inclusive Settings." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460056459.
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Stach, Jeannette Lynn. "The Impact of Co-Teaching on the Graduation Test Scores of Students with Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3210.
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According to the U.S Department of Education, co-teaching is an intervention used to give students with disabilities access to the general education curriculum while in the general education classroom. It's necessary to evaluate the effectiveness of co-teaching as it relates to academic performance. However, there has been a dearth of research on quantitative studies related to co-teaching and their results have been inconclusive. This quantitative study explored whether co-teaching has a positive effect on academic performance compared to collaborative teaching, and adds to the literature in this area that is considered current. On an annual basis from 2002 to 2011, junior and senior students from each school district in Georgia were given the GHSGT. Descriptive statistics were performed on the demographics of the respondents, including gender and ethnicity. The Mann-Whitney U Test was performed to evaluate if there were significant GHSGT mean scores differences between the co-teaching and collaborative class settings. Results indicated that students with disabilities performed better in the collaborative setting in math, English, and writing; and students in the co-teaching setting did not perform better than students in the non co-teaching setting in all subject areas. These results support that co-teaching is not meeting the needs of all students with disabilities (SWD) in this school district. Butts County education professionals may want to use this research to help guide them in designing a special education program that focuses on the needs of the SWD and how to meet those needs. This study contributes to positive social change because it supports previous research that concludes the needs of all SWD are not being met. More research still needs to be conducted to determine how to meet the needs of these students.
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Zbacnik, Amanda J. "Co-teaching in higher education| Effects on pre-service educators' academic growth and attitudes towards inclusion in special education." Thesis, Saint Mary's University of Minnesota, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734323.
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Co-teaching has been utilized as a method of academic intervention used in K-12 classrooms over the past fifteen or more years. This method has consistently involved the pairing of a special educator with a general educator through a variety of co-teaching models. Co-teaching is meant to be used in inclusive environments, where students with and without disabilities are taught together. Co-teaching is a commitment from both educators who participate voluntarily, develop a professional relationship with one another, allow time for planning of classroom objectives, and obtain sufficient training. Multiple benefits to carefully implemented co-teaching in the K-12 environment have been documented in research studies. However, few studies contain information about co-teaching in higher education, particularly in the field of education. This research hopes to gain an understanding of how the pairing of a K-12 special educator and special education professor can bridge educational theory and practice to, hopefully, produce pre-service educators that have more competence about the realities of the teaching world. Results under analysis include measuring attitudes about special education inclusion and overall academic growth for pre-service educators after exposure to knowledge from two working professionals in a co-teaching and traditionally taught classroom environment.
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White, Daniel Scott. "Elementary School Teacher Preparation and Attitudes toward Co-Teaching in an Inclusion Classroom in an Urban Division in Virginia." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/85259.
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This study measured the relative strength of the relationships among the variables that
research has suggested improve teacher attitudes toward co-teaching inclusion. The purpose of this mixed methods study was to determine which variable produced the strongest relationship effect on teacher attitudes toward co-teaching in an inclusion classroom. All general education and special education teachers (n=1009) in elementary schools in an urban division in Virginia were surveyed.
Teacher attitudes toward a practice have had an impact on student achievement (Friend and
Pope, 2005; Ghaith and Yaghi, 1997). A teacher's beliefs regarding an instructional practice or
innovation were directly linked to educational improvements (Ghaith and Yaghi, 1997; Loney et
al., 1976). School leaders and teacher preparation programs have provided learning experiences for prospective and current teachers (DeSutter, 2015; DuFour, 2004). These experiences were provided in an effort to ensure preparation for the challenge of teaching or co-teaching struggling students (DeSutter, 2015; DuFour, 2004).
In this study, positive correlations were found between all of the research variables and teacher attitudes toward co-teaching inclusion. The highest correlations were between the leadership and professional development and the dependent variable teacher attitudes toward coteaching in an inclusion classroom. The weakest research variable correlation was in student teaching. This mixed methods study established recommendations for leadership in the preparation and development of teachers for success in co-taught inclusion classrooms. Additionally, the study carried implications that teacher preparation programs should include more clinical teaching experiences embedded in their preparation programs.Ed. D.
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Holmes, Calandra C. "Effect of Coteaching on the Achievement of Middle School Students With Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5722.
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From 2014 to 2015, full inclusion through coteaching practices (2 or more professionals providing instruction in the same classroom environment) was implemented at a rural southeastern middle school in Georgia to improve the low academic achievement of students with disabilities (SWDs). The problem is that 8th-grade SWDs score low on the reading and mathematics sections of the Standardized Assessment for Reading and Mathematics (STAR). The purpose of this quantitative quasi-experimental study was to examine the effect of coteaching on the achievement of 8th-grade SWDs in reading and mathematics as measured by the STAR. Vygotsky's zone of proximal development was the theoretical framework for this study because cognitive development can be enhanced with adult guidance and peer collaboration. The research questions focused on the difference in STAR gain scores between the coteaching SWDs participants and the SWDs with no coteaching. The sample was 96 8th-grade SWDs. A t test was used to compare the reading and mathematics gain scores between the academic years 2012 and 2014 (without inclusion/coteaching),46 SWDs and 2015-2017 (with inclusion/coteaching), 50 SWDs. Results showed that there were significant differences in the STAR performance after coteaching implementation in reading and mathematics, p = .045 and p = .004, respectively. This study may lead to positive social change by providing data to the local educational agency leaders, administrators, teachers, and the educational community to make informed decisions about the implementation of coteaching practices, to enhance instructional practices and teaching strategies, and to improve the academic achievement of SWDs allowing them the opportunity to become college and career ready, thus enhancing their postsecondary options.
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Meadows, Michelle Lee. "A Case Study On Co-Teacher Noticing Within A Seventh Grade Classroom." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1462956685.
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Moore-McKinley, Pamela. "Attitudes and Effectiveness of Teachers in Diverse Inclusive Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4805.
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Students with disabilities who participate in a fully inclusive educational program have failed to meet district or state goals for adequate yearly progress. This student population is explicitly recognized in state and federal accountability systems. The purpose for this study was to determine how certain factors affected the implementation of inclusive services at one school. This study investigated how teachers' attitudes and perceptions toward inclusion, level of education, exposure to people/students with disabilities, level of support, and knowledge of laws governing the education of students with disabilities affected inclusive classrooms. Gardner's theory of multiple intelligences was used as the theoretical framework to present information about multiple intelligences and differentiated strategies that assisted in the implementation of inclusive services. The sample included 40 teachers who were working in inclusive settings. Teacher Attitudes Toward Inclusion Scale, 1-on-1 interviews, and end-of course scores were used in this sequential explanatory mixed methods study. The quantitative data were analyzed with t tests and ANOVAs, and the qualitative data were analyzed through hand transcription and locating emerging themes. Data showed that teachers had a slightly negative attitude toward inclusion, and student test scores were affected as a result. There were 2 statistically significant differences in attitudes of special education compared to regular education teachers and an average level of knowledge compared to those having very good knowledge of special education laws. The project created based on these results was a series of workshops for school staff. These workshops on inclusive practices could close the achievement gap for this student population and increase teacher effectiveness.
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Carpenter, Dennis L. Mallory Barbara. "An analysis of leadership responsibilities as perceived by general education and special education teachers participating in co-teaching inclusion programs." Diss., Statesboro, Ga.: Georgia Southern University, 2009. http://www.georgiasouthern.edu/etd/archive/fall2009/dennis_l_carpenter/carpenter_dennis_l_200908_edd.pdf.
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"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Title from PDF of title page (Georgia Southern University, viewed on April 5, 2010). Barbara Mallory, major professor; Linda Arthur, Denise Weems, committee members. Electronic version approved: December 2009. Includes bibliographical references (p. 280-312).
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Forrester, Stacey O. "Relationships Among Middle School Teachers' Perceptions Regarding Inclusion of Students with Disabilities in General Education Classrooms." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2049.
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Accommodating students with disabilities in a general education class often requires instructional modification and extra student support. Research has shown that making required changes can evoke different responses from teachers and can influence their willingness to accommodate the needs of students with disabilities. However, research has not examined the relationships between middle school teachers' preparation for and experiences with inclusion instruction and their attitudes toward inclusion. The purpose of this correlational study was to explore possible relationships between middle school teachers' attitudes about including students with mild to moderate disabilities in the general education setting and the teachers' education level, length of time teaching, and role as general or special education teachers. Social learning theory informed the study. Teachers from 3 middle schools in a large, primarily suburban school district in the southern United States were identified and sent the link for an online survey that included both demographic questions and the Attitude Toward Teaching All Students validated research instrument (N = 220). Despite several efforts to acquire enough responses to determine statistical significance, the sample obtained (n = 55) was too small for those calculations. However, Spearman correlations calculated with the smaller sample acquired indicated possible relationships between variables and indicated conducting the study in another location with a larger sample would provide valuable insights into teachers' behaviors and beliefs. This study contributes to positive social change by demonstrating a need to examine teachers' background and experiences and their attitudes toward and, as a result, behaviors in inclusion settings.
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Palmqvist, Malin, and Anne Strandberg. "Samundervisning : En studie i speciallärares och ämneslärares möjligheter att uforma specialpedagogiskt stöd på gruppnivå i grundskolan." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-386143.
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The purpose of this study has been to contribute to an increased understanding of how specialist teachers and subject teachers co-teach in the ordinary classroom and work together with students in need of special support and to investigate which different forms of co-teaching occur when teaching language, reading and writing in elementary school. The study also aims to illustrate the special needs teachers' and teachers' perceptions of the collaboration in co-teaching and how the teachers perceive the concept of inclusion and how the specialist teacher's competence is perceived. The study was carried out through two classroom observations of co-teaching between two subject teachers an two unauthorized specialist teachers, and through follow-up semi-structured interviews with said teacher pairs. To further add a specialist teacher perspective, two qualified specialist teachers specialized in language, reading and writing development were interviewed. The observations that should be seen as a complement to the interviews are presented narratively through a descriptive text (Bryman, 2018). The interviews were transcribed and analyzed using phenomenographic analysis in seven steps (Fejes, 2017). An additional analysis was made from a social constructionism perspective where links to central concepts such as relationships, communication and interaction were made (Burr, 2015); Dysthe, 1996; Emanuelsson, Persson and Rosenqvist, 2001; Persson, 2019). All teachers in the study have experience of co-teaching, however, the results point to a lack of common language for describing co-teaching and its different forms of work. Furthermore, the results show that the respondents saw that co-teaching can help the specialist teacher to get to know all the pupils and all the educators and that co-teaching becomes more varied as it is carried out by two teachers who complement each other. Another positive effect that emerges from the study is that co-teaching can contribute to extra adaptions becoming a natural part of the regular teaching, which could contribute to a more inclusive classroom climate.
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Jeffers, Corinne. "Special Education Teachers' Voices on Co-Planning in a Suburban School District." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4737.
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Limited co-planning between special education and general education co-teaching partners has been documented in professional literature as a significant problem. Special education teachers do not adequately co-plan for the implementation of accommodations for students with disabilities educated in the general education classroom. The purpose of this study was to collect and analyze the perceptions of special education teachers in one suburban elementary school district in the United States regarding co-planning with regular education teachers. The theory of self-efficacy was utilized as the conceptual framework to understand how teachers' beliefs and experiences influenced planning and goal setting for special education students. Research questions were designed to capture the perceptions of elementary school special education teachers by documenting their roles, beliefs, and self-efficacy for co-planning. In this qualitative case study, 8 elementary school special education teachers currently holding co-teaching assignments in a public school district were interviewed. Interview data were analyzed using thematic analysis. School documents were also analyzed as a method of triangulation. Results were reflective of the theoretical framework in that special education teachers' believed that their co-planning experience influenced their general teaching efficacy, but not their personal teaching efficacy. They felt more prepared to teach general education students, but maintained their personal expertise in teaching special education students. The implications for social change include enhanced morale for teaching in inclusive classrooms for special education teachers, enhanced social interaction between co-teachers and students, and enhanced learning for all students including those with disabilities that might result in opportunities for educational and career advancement.
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Radenkovic, Maria. "Leder tvålärarskapet till en mer inkluderande undervisning : Vad anser lärarna." Thesis, KTH, Lärande, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-227162.
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Inkludering är något som nämns ofta och har blivit ett centralt begrepp. Många ser på inkludering ur en placeringsdefinition, att placera elever som tidigare särskilts i den ordinarie klassen. Detta räcker inte, inkludering handlar även om att eleven känner sig delaktig. Tvålärarsystemet är ett undervisningsupplägg då det är två lärare som samplanerar, samundervisar och sambedömer. Undersökningen syftar bl.a. till att identifiera vad lärarna i matematik tror om tvålärarsystemet och inkludering. Leder tvålärarsystemet till en mer inkluderande undervisning? Undersökningen syftar även till att titta på hur undervisningssituationen ser ut vid tvålärarsystemet, samt då specialläraren närvarar. Ges stödet för elever med svårigheter i klassrummet, i den ordinarie undervisningen, eller ges stödet avskilt? Är det någon skillnad mellan hur lärarna i ett tvålärarsystem ger stödet jämfört med hur specialläraren ger stödet? Studien visar att stödet som ges till elever med svårigheter i matematik skiljer sig åt vid tvålärarsystemet och när specialläraren ger sitt stöd. Lärarna i ett tvålärarsystem verkar i högre utsträckning ge stödet i den ordinarie undervisningen. Resultatet visar även på att de flesta lärarna har en positiv inställning till tvålärarsystemet och tror att det leder till en mer inkluderande undervisning. Dock finns skilda åsikter när det gäller huruvida tvålärarsystemet istället för användandet av speciallärare hjälper och stärker elever med svårigheter i matematik.Inclusion is often mentioned and has become something of a key concept. It is often looked at from a placement definition, that is, to place students who previously would have been separated, in the regular class. Inclusion is also about the student feeling involved. Collaborative teaching system is a form of teaching where there are two teachers who plan the classes, co-teach and evaluate together. This study aims to find out what the teachers think about the co-teaching system. Do they think co-teaching leads to a more inclusive teaching? The study also aims to identify how the support to students with difficulties in mathematics is given. Are the students with difficulties given the support in the ordinary class or is the support given separated from the rest of the class. Is there a difference between where the support is given in the collaborative teaching, versus where the special teacher gives its support? The outcome of this study shows that the support to students with difficulties in mathematics differs between where the collaborative teaching system gives the support and where the special teacher gives its support. It seems as if the teachers in the collaborative teaching system more frequently give the support in the ordinary class while the special teacher more frequently seems to give the support outside of the ordinary class. The outcome of this study also shows that most teachers have a positive attitude toward the collaborative teaching system and believe that it leads to more inclusive teaching. But the opinions differ regarding weather or not the co-teaching system is of gain for students with difficulties in mathematics, instead of the use of special teachers.
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Smith, Thelma Gray. "A Principal's Leadership in the Implementation and Support of Inclusion." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77353.
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The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013-2014. According to the literature, principals felt unprepared to provide the leadership in special education. The purpose of the case study of the leadership of a principal was to provide descriptions of practices in implementing and supporting inclusion so that instruction for children with disabilities can be delivered in general education classrooms. The data were triangulated from an interview with the principal, a focus group discussion of general and special education teachers, and examinations of physical artifacts. The findings revealed that the principal organized the school to support instruction of children with disabilities in general education classroom, planned intentionally for scheduling and grouping of students, expected general education and special education teachers to share equal responsibilities for instruction, used data to monitor the progress of students, developed visible and written procedures for academic and behavioral expectations, and collaborated with parents. Underlying each of the findings was the expectation that the faculty collaborate in understanding the impact of the disability upon learning, and problem solve interventions to positively affect academic outcomes for children with disabilities.Ph. D.
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Ritter, Roswitha Margareta [Verfasser]. "Effects of Multi- Compared to Mono-professional Co-teaching on Pre-service Teachers’ Attitudes, Concepts, and Beliefs of Inclusive Education / Roswitha Margareta Ritter." Wuppertal : Universitätsbibliothek Wuppertal, 2019. http://d-nb.info/1200663039/34.
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Kangasmaa, Kristina, and Anna Paulsson. "Organisation av matematikundervisning : speciallärarens roll." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19736.
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Studiens syfte var att få en inblick i bakomliggande faktorer till hur skolor i Sverige organiserar sin matematikundervisning. Vad och vem som påverkar vilken organisationsform som väljs, vilka föroch nackdelar rektor och speciallärare med specialisering mot matematikutveckling ser med den valda organisationen samt vilken roll speciallärare med specialisering mot matematikutveckling har i vald organisationsform. En enkät mailades till ansvariga på 1027 högstadieskolor med årskurs 7 - 9, kommunala skolor och friskolor i hela Sverige. Enkäten, som 214 respondenter svarade på, försåg oss med både kvantitativ och kvalitativ empiri vilken gav oss bakgrundsinformation till skolornas val av organisationsform i matematikundervisningen. Genom enkäten fick vi även kontaktuppgifter till 82 rektorer och på 32 av dessa skolor fanns även en speciallärare med inriktning mot matematikutveckling. De 8 rektorer som kontaktades gav oss en djupare inblick i studiens frågeställningar, även 5 speciallärare med specialisering mot matematikutveckling bidrog med kvalitativ empiri till studien. Studien visar att av de 214 skolor som svarat på enkäten har cirka 50 % helklassundervisning, knappt 20 % tvålärarskap, knappt 20 % parallellagd undervisning och drygt 10 % annan organisationsform av matematikundervisningen. Ett tydligt mönster som syntes var att oavsett vilken organisationsform skolorna angett satsar de extra resurser på att det ska finnas fler vuxna i matematikklassrummet, det kan vara ämneslärare, resursperson, speciallärare eller specialpedagog. Det förekommer även att elever delvis arbetar med matematik i liten grupp med ämneslärare eller speciallärare. Några skolor anger att de ger eleverna mer tid för matematik, det kan vara genom utökad timplan, matematik på elevens val eller matematiktillfälle utanför ordinarie skoldag. Alla insatserna har som mål att eleverna skall bli behöriga att söka till gymnasiet.The purpose of the study was to get an insight in the factors behind how schools in Sweden are organising the teaching of mathematics. What and whom has made the overall decisions, and the advantages and disadvantages with the selected organisation in the perspective of the principal and the special needs coordinator and what part the special needs coordinator is playing in the selected organisation in teaching mathematics. A survey was emailed to the principal of 1027 secondary schools, both compulsory mainstream schools and independent schools in the whole of Sweden. Our survey gave us both quantitative and qualitative empirics regarding the reasons behind the selected form of organisation within mathematics and contact details to 82 of the participating principals and at 32 of these schools there was also a special needs coordinator focusing on mathematics development. The 8 principals who were contacted and the 5 special needs coordinators in mathematics provided deeper understanding to the questions of the study and increased the qualitative empirics .The study shows that out of the 214 replies from different schools approx 50% are teaching mathematics in a complete class of students with one responsible teacher, 20% are using two teacher system, 20% are timetabling classes in parallel and 10% in another or combined form of organisation. A clear pattern that we identified was that the schools regardless of the form of organisation all spent resources on adding extra staff during mathematics lessons, for example another subject teacher, teacher assistant or special needs coordinator. Some schools teach their students in smaller groups, others have extended the number of hours or made mathematics a pupils choice to increase the number of hours in mathematics. The overall aim for the efforts is to make all the students qualified for studies at sixth form.
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Burholm, Anna. ""Jag tror inte de har en susning om hur bra vi löst det" : undervisningsorganisationen för integrerade elever mottagna i grundsärskolan med undervisning i grundskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19651.
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Syftet med studien var att undersöka hur lärare och rektorer organiserar undervisningen för den integrerade grund-särskoleeleven samt vilka förutsättningar för inkludering som finns. Med hjälp av klassrumsobservationer och in-tervjuer söktes svar på följande frågeställningar: Hur organiseras undervisningen, vilka förutsättningar för inkludering finns, hur beskriver lärare och rektorer samarbetet mellan lärare, resurspersoner och speciallärare samt vilken kunskap om grundsärskolan finns på skolorna? Teoretisk förankring utgörs av Lundgrens ramfaktorteori (1972), relationell pedagogik enligt Aspelin (2013) samt de specialpedagogiska perspektiven, individperspektiv och relationellt perspektiv. De kvalitativa undersökningsmetoderna observation och intervju användes i studien. Observationer av undervisningen i klassrummet kompletterades med semistrukturerade intervjuer med lärare respektive rektor. Sammanfattningsvis pekar resultaten på ett stort engagemang hos främst lärarna i att skapa en bra organisation för elevernas undervisning. Överlag är undervisningen anpassad efter elevernas behov och förutsättningar. Lärarna beskriver att tid för planering och samarbete mellan lärare och mellan resursperson och lärare samt utbildning i grundsärskolans läroplan är bristfällig. Denna studie, om än slutsatser ska dras med viss försiktighet, pekar på att en del rektorer i grundskolan inte är tillräckligt insatta i grundsärskolans läroplan eller vad det innebär att undervisa en integrerad elev. Speciallärare med kunskap om grundsärskolan behövs därför i grundskolan så att integrerade elevers rätt till rätt utbildning utifrån grundsärskolans läroplan kan säkerställas samtidigt som de, utifrån inkluderingstanken, får vara socialt och pedago-giskt delaktiga (Nilholm & Göransson, 2013).The aim of this study was to investigate how teachers and principals organize teching for pupils with intellectual disabilities in ordinary schools, so-called integrated pupils. With the help of classroomobservations and interviews answers were sought to the following questions: How is the teaching organized, what conditions for inclusion exists, how do techers and principals describe the collaboration between teachers, assistants, and special teachers and what knowledge exists about the curriculum for pupils with intellectual disabilities? As theoretical framwork Lundgren´s Frame factor-theory, Aspelin´s relational pedagogy and the special educational perspectivs, individual and relational perspectiv were used. The qualitative surveymethods were observation and interview. Observations of classroom-teaching were supplemented with semi-structured interviews with teachers and principals. The results of the studie point to a great commitment among the teachers in creating a good organization for the pupils. Overall the teaching is adapted to the pupils needs and conditions.The teachers describe that there is lack of time for planning and collaborations between teachers and assistants. Education of the curriculum for pupils with intellectual disabilities is also insufficient. This study, although conclusions should be drawn with some caution, points out that some principals are not sufficiently familiar with the curriculum for pupils with intellectual disabilities. Special teachers with knowledge about this curriculum are therefore needed in ordinary schools. Based on the inclusive idea the pupils then can be more socionally and educationally involved in their schools.
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Zerbato, Ana Paula. "O papel do professor de educação especial na proposta do coensino." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/3163.
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Previous issue date: 2014-02-25The collaborative teaching or co-teaching is a specific service delivery option in which a general educator and a specialized one share the responsibility for planning, instruction and evaluation of teaching for a heterogeneous group of students. This support service arose as an alternative to the Multifunctional Resources Room (SRM), special classes or special schools work, has been adopted in many countries and has been pointed out as one of the most promising support services to facilitate the education of students with disabilities in regular classrooms of General Education settings. In Brazil, this type of service is still little known, mainly because it has not been recommended by the Special Education Policy, which has prioritized the support of a regular extra-class specialized teacher, through what has been called specialized educational (AEE) services, offered in resources room. This study, conducted in a town upstate São Paulo which has implemented a support service based on the co-teaching model since 2011, aimed at defining the role of Special Educators within coteaching approach according to the perspective of multiple agents heard in the process of school inclusion, namely: General Educators, Special Educators, coordinators, principals, vice-principals, parents and students. For this descriptive study, were interviewed 21 people (six General Education teachers, four Special Education teachers, six parents of students with disabilities, three principals, one vice-principal and one educational coordinator) from five schools adopting this service model. The presented results describe, among other things, the challenges of teaching Special Education students in general classrooms, the perceptions of the school agents about co-teaching, the ways co-teaching is developed considering their reality and how these agents define the role of Special Educators and General Educators based on the co-teaching approach. Overall data corroborate the literature on co-teaching since participants evaluated positively this service provision model. It is expected that this research fosters openness for analysis and reflections on the different existing support services toward school inclusion in regular schools, as well as it contributes for a greater clarity in the roles and responsibilities of Special Educators for the improvement of the educational work within co-teaching perspective.
O ensino colaborativo ou coensino é um tipo de prestação de serviço de apoio no qual um professor do ensino comum e um professor especializado dividem a responsabilidade de planejar, instruir e avaliar o ensino dado a um grupo heterogêneo de estudantes. Este serviço de apoio surgiu como meio alternativo ao trabalho das salas de recurso multifuncionais (SRM), classes especiais ou escolas especiais, vem sendo adotado em vários países, e tem sido apontado como um dos mais promissores serviços de apoio para favorecer a escolarização de alunos público alvo da Educação Especial na classe comum das escolas regulares. No Brasil, esse tipo de serviço ainda é pouco conhecido, principalmente porque não tem sido recomendado pela política de Educação Especial, que tem priorizado o apoio do professor especializado extraclasse comum, através do chamado atendimento educacional especializado (AEE) ofertado em classe de recurso. O presente estudo realizado num município do interior de São Paulo, que implementou em 2011, um serviço de apoio baseado na proposta do coensino, teve como objetivo definir o papel do professor de Educação Especial baseada na proposta do coensino segundo a ótica dos vários atores ouvidos no processo da inclusão escolar, a saber: professores de ensino comum, professores de Educação Especial, coordenadores, diretores, vice-diretores, pais e alunos. Foram entrevistadas para esse estudo descritivo 21 pessoas (seis professores do ensino comum, quatro professoras de Educação Especial, seis pais de alunos público alvo da Educação Especial, três diretoras, uma vice-diretora e um coordenador pedagógico) de cinco escolas que adotavam esse modelo de serviço. Os resultados apresentados descrevem, entre outras coisas, os desafios da docência para alunos público alvo da Educação Especial em salas de aula comum, as percepções dos atores sobre o coensino, as formas como o coensino é desenvolvido naquela realidade e como esses atores definem o papel do professor de Educação Especial e do professor de ensino comum na proposta do coensino. Os dados em geral corroboram o que vem sendo apontado na literatura sobre coensino, pois os participantes avaliam positivamente esse modelo de prestação de serviços. Espera-se que a presente pesquisa propicie a abertura para análise e reflexões sobre as diferentes propostas de suporte existentes em prol da inclusão escolar presentes nas escolas de ensino comum, assim como, contribua para maior clareza dos papéis e responsabilidades do professor de Educação Especial para a melhoria do trabalho educativo dentro da perspectiva do coensino.
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Sparrman, Persson Britt. "Samundervisning - en form av inkludering : En studie av pedagogers erfarenheter från årskurs 6 till gymnasiet." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37126.
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Syftet med studien är att undersöka hur ämneslärare och speciallärare i samundervisning, på grundskolan och i gymnasiet, fångar upp och stöttar elever som har behov av extra anpassningar. Extra anpassningar innebär att pedagogen gör de anpassningar som eleven behöver så långt det är möjligt inom klassens ram. Intervjuer har gjorts med sju pedagoger som samtliga har erfarenhet av samundervisning på grundskolan och gymnasiet, varav fyra är ämneslärare och tre är speciallärare. Studien belyses genom ett kritiskt perspektiv vilket innebär att man istället för att se eleven eller dess hemmiljö som orsak till inlärningsproblemen vänder blicken mot skolsystemet och den pedagogik som förs. Denna studie försöker att hålla ett kritiskt perspektiv på specialpedagogiken och samundervisning. Metoden innebär att man är två pedagoger i en undervisande klass. Med inkluderande metod menas att eleverna passar in i den undervisning som förs och inte t ex behöver gå ifrån undervisningen för att få det den behöver. I min studie arbetar specialläraren tillsammans med huvudläraren i klassrummet och genom flexibla lösningar på plats behöver inte eleverna gå ifrån undervisningen till specialläraren för att få den undervisning som behövs. Istället får eleven sina behov tillgodosedda inom den ordinarie undervisningen. Det kan då betraktas som ett inkluderande arbetssätt. Samundervisningen visar sig ha olika former med varierande kvalitéer. Specialläraren och skolledningen har möjlighet att påverka samundervisningen till ett inkluderande arbetssätt. Ämneslärarna upplevde inte alltid att speciallärarna tillförde något särskilt förutom en extra pedagogisk insats. Studien visar därmed att upplägget kräver pedagogiska insikter och stöd av skolledningen för att få rätta de förutsättningarna för att metoden ska lyckas. Ökad måluppfyllelse är en grundfaktor för att arbeta med samundervisning men hur vet man om man lyckas om utvärderingar av metoden inte görs?The purpose of this study is to examine how regular teachers and special needs teachers can work together in order to help students in need of special adjustments. These adjustments are preferably carried out within the framework of the regular classes if it is possible. Seven teachers have been interviewed, all of whom having experience from working with co-teaching at compulsory school level as well as upper secondary school and high school levels. This study takes on a critical approach in pointing out the school system and its pedagogy as mainly responsible for reduced learning ability rather than putting the blame on the student and his or her home environment. This study aims at keeping a critical perspective on remedial pedagogy and co-teaching. The ensuing question is then if this can really be regarded as an inclusive method. An inclusive pedagogy means that the student fits in and feels comfortable and does not have to leave the classroom in order to get what he or she wants. In this study the special needs teacher works alongside the regular teacher in the classroom and by making use of flexible solutions there is no need for a student with reduced learning ability to leave the class in order to find a special needs teacher. His or her needs are instead met directly in the classroom. This can be viewed as an inclusive method of working. The special needs teacher as well as the head of school can influence co-teaching to encompass an inclusive way of working. Subject teachers in this study sometimes felt that the addition of a special needs teacher did not mean more than an increase in the number of pedagogues. The study shows that in order for the method to be successful there needs to be pedagogic insight and awareness as well as support from the head of school. Reaching one’s goals is a mainstay in working with co-teaching but how do you know if you are successful if the method is not properly evaluated?
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Becker, Theresa. "Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5129.
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology
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Maria, Nacci Anna. "Co-teaching: prospettive di applicazione e sviluppo nel sistema scolastico italiano." Doctoral thesis, 2020. http://hdl.handle.net/2158/1191242.
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ABSTRACT (Italiano)
Nell’attuale panorama educativo internazionale, preponderante diventa la necessità di promuovere e sviluppare l’inclusione sociale, in tutti i contesti e per tutte le persone. In questa prospettiva è proprio l’educazione inclusiva che deve saper rispondere, attraverso un approccio globale, etico, culturale, politico e psicopedagogico, a questa necessità di promuovere la valorizzazione delle diversità; deve inoltre incentivare la ricerca di una giusta pratica educativa, finalizzata a realizzare concretamente processi di inclusione efficaci a favore di tutti gli studenti.
Il presente lavoro è stato motivato dalla necessità di rispondere ad alcuni quesiti che indagassero la capacità di collaborazione fra docenti ma anche quella fra gli studenti, attraverso l’implementazione sperimentale della pratica del co-teaching, già utilizzata con efficacia soprattutto nel sistema di istruzione statunitense. La ricerca ha cercato di capire se il co-teaching potesse favorire e incentivare la collaborazione fra docenti, e se questa pratica potesse produrre effetti positivi sul rendimento degli studenti. Quanto realizzato nel il seguente lavoro è stato un adattamento, al contesto scolastico italiano, della metodologia esistente: si è trattato di inoltrarsi in un ambito non ancora studiato e, per questo motivo, suscettibile di riflessioni critiche.
Muovendo da una ricostruzione dell’educazione ed educabilità dell’essere umano, attraverso una lettura delle principali vicende educative, umane e sociali che hanno contrassegnato la storia dell’integrazione scolastica e sociale delle persone con disabilità, e che porteranno al costituirsi scientifico della Pedagogia Speciale, è stata illustrata la metodologia del co-teaching, attraverso un resoconto di numerose pubblicazioni internazionali sull’argomento, ma anche facendo riferimento ad alcune analisi condotte sul territorio nazionale, nell’ambito della scuola primaria. Nel lavoro sono stati analizzati gli aspetti metodologici del co-teaching e sono stati scelti quelli che meglio si adattavano al contesto di sperimentazione; sono stati, dunque, analizzati i dati, attraverso la tabulazione degli stessi e l’elaborazione di grafici che in modo più chiaro hanno restituito la lettura dei dati quantitativi. Si sono, infine, interpretati e commentati i risultati ottenuti che possano offrire lo spunto per indagini future, allo scopo di promuovere maggiormente la Didattica Inclusiva, al fine di consentire il processo di autodeterminazione delle generazioni future, la loro realizzazione e integrazione scolastica e sociale.
ABSTRACT (English version)
The need to promote and develop social inclusion in all contexts and for all people is getting more and more preponderant in the current international panorama of education.
A proper inclusive education has to be able to answer the need to promote diversity, through a global, ethic, cultural, political and psycopedagogical approach. It should also encourage the research for a fair education practice, aiming at concretely reaching effective processes of inclusion in favor of all students.
The present work results from the need to answer some questions dealing with the ability of cooperation among teachers, but also among students, by the experimental implementation of the co-teaching practice, which has been already employed with effictiveness mainly in the American school system.
The research tried to understand wether the co-teaching practice could encourage cooperation among teachers and, therefore, bring positive effects on students’ performances.
The present work is an adaptation of the available methodology to Italian school background: a field non analysed yet, and, because of this, subject to critical considerations.
This work illustrates the co-teaching methodology through a report of numerous international publications about this topic, but also referring to some analyses, carried out in primary schools on national territory.
It also moved from an analysis of human education and educability, starting from educative, social and human events that characterized the history of educational and social integration of people with special needs, and that later led to the birth of Special Pedagogy.
The present work has analysed the methodological aspects of co-teaching practice, by choosing those ones which better adapted themselves to the background; collected data have been analyzed, through tabulation and graphics elaborations. Results have been finally interpreted and commented: they offer the starting point for future studies, in order to promote Inclusive Didactics, foster the process of self-determination of future generations and their social school integration.
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Henderson, Linda. "The efficacy of co-teaching grade 9 science learners at an international school in Nairobi." Diss., 2011. http://hdl.handle.net/10500/7711.
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A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher.
Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience.Science and Technology Education
M. Ed. (Natural Science Education)
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Bean, Nancy Elizabeth. "Effects of co-teaching in the inclusive middle-school classroom on student achievement, student attitudes, and teacher attitudes /." 2006. http://www.consuls.org/record=b2804081.
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Thesis (Ed.D.) -- Central Connecticut State University, 2006.Thesis advisor: Karen Beyard. "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 89-96) Also available via the World Wide Web.
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Chen, Meng-Chi, and 陳孟琪. "An Action Research about the Effects of Co-teaching for Integrative Activities in Elementary School Inclusive Education Class." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/87433519499228186617.
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碩士明道大學
課程與教學研究所
103
The purpose of this study was to explore the the effects of co-teaching for integrative activities in elementary school inclusive education class. In order to achieve the purpose, this study used meeting records, interviews, self-examination records, co-teaching rating scale, interactive-interpersonal skill inventory and student’s feedbacks. The major findings of this study were: 1.Teachers between resource room and regular class learned from each other and had positive change. 2.The positive interaction of the student with special need was improved, and the participation degree was also improved. 3.The general students’ acceptance to the co-teaching for integrative activities in this study were improved, and acceptance to the student with special need were also improved. Finally, according to the findings, the researcher provided some suggestions for the use of co-teaching mode, multiple assessment, and future study. Keywords: co-teaching, integrative activities, inclusive education class
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Yuan, Mei-Feng, and 袁美鳳. "Using Co-teaching in Physical and Health Education of Elementary Inclusive Classes with Children with Autism - An Action Research." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/68994044278838863535.
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碩士中原大學
教育研究所
97
The purpose of this study is to utilize the action research method to study the special educational teachers and general educational teachers’ co-teaching progress in the Physical and Health Education for autism students at two inclusive first-grade classes in Rong An elementary school. Diverse methods were used to collect research data such as interview, observation record, reflection notes and feedback questionnaire. After organizing and analyzing data we sum up the results and find the following conclusion: Before co- teaching begins, the special educational teacher should find out the partner's personal teaching style, and offer the materials about the know-how of co-teaching. The special educational teacher should prepare the teaching material in advance, before he discusses with the general educational teacher about the on-going teaching plan. He should always keep his mind open while discussing the co-teaching plan. At the first stage of co-teaching, it should carry on with minimum time investment and teaching alternation from the side of the general educational teachers through using the usual teaching style and routine activities of the class. Joining the interpersonal interaction activities, like group howl and hand claps, to Physical and Health Education would promote learning atmosphere, students' cooperation and group honor. The special educational teacher takes the role of reminder in the co-teaching process. She emphasizes the autistic students' advantage abilities. She sets an example by personal modeling and oral reminding, how the autistic children can be successfully supported through didactic methods used in special education, for instance: Social story, Job Analysis, phrases, praise and more. At the beginning phase of co-teaching, it suggests to starts with the simplest model of team teaching, one explains and one demonstrates. The parallel teaching can be used in the case, when dangerous activities are planned or large place is needed. The station teaching is most suitable for test and series games, which challenge endurance. Providing the tactics of interpersonal interaction in co-teaching will benefit co-teaching even more. Through the results of this research, it seems that co-teaching can implement inclusive education, and support autism students to adapt to the inclusive class. But it is a challenge for all of them, too. The results imply that the challenge can be overcome through the mutual and progressive cooperation of the general and special educational teachers. For the future research it suggests empirical researches should be done, which are more pragmatic and practice-oriented. Or the research field should expand to a more in-depth and comprehensive level. Then we can hope that the inclusion can be promoted on the basis of solid research findings.
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Sibanda, Patrick. "Sign bilingual education practice as a strategy for inclusion of deaf children in Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/27419.
Full textAbstract:
Literature indicates that inclusion of deaf children in mainstream schools is a complex process and that it has eluded many deaf practitioners and education systems for a very long time. New research is, however, pointing to the potential for sign bilingual education as a viable strategy for improving inclusivity of deaf children in mainstream settings. The purpose of the current study was, therefore, to interrogate how sign bilingual education was used as a strategy for inclusion of deaf children in Zimbabwe. The study was premised on Cummins Linguistic Interdependence theory and adopted the mixed methods paradigm which is informed by the philosophy of pragmatism. The sequential explanatory design was utilized and participants were selected using random sampling for the quantitative phase and purposive sampling for the qualitative phase. Questionnaires, face-to-face and focus group interviews (FGIs) were used to elicit data from participants. These data were presented on SPSS generated graphs and analysed using frequency counts, percentages and inferential statistics based on the analysis of Spearman’s Rank Order Correlation Coefficient at 5% level of significance (p=0.005). Consequently, qualitative data were presented as summaries and direct quotes and analysed using thematic and content analyses. The results revealed that the conception, hence the practice of sign bilingual was limited and had challenges, but that it had the greatest potential benefits for inclusion of deaf children in mainstream schools in Zimbabwe. On these bases, the study recommended training of teachers and parents as well as staff development of the teachers and school administrators. The study also recommended adoption of best practices such as early exposure, co-teaching, co-enrolment, multi-stakeholder participation, turning special schools into resource centers for sign bilingual education and inclusion and embracing ICT. A further recommendation pointed to review of policy in line with best practices. Ultimately, the study proposed a framework for sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe.Inclusive Education
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Mudau, Sondaha Petrus. "The attitudes of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system." Diss., 2004. http://hdl.handle.net/10500/1952.
Full textAbstract:
In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely:
- Learners who experience barriers to learning are a heterogeneous group of learners.
- Teachers' knowledge of barriers to learning and development is inadequate.
- Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed.
- An outcomes-based-education approach influences inclusive education.
It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality.Educational Studies
M. Ed. (Special Needs Education)
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Yorke, Lynette Claire. "Promotion of inclusive education by the learning support teacher concerning foundation phase numeracy and literacy in Gauteng independent schools." Thesis, 2008. http://hdl.handle.net/10500/3195.
Full textAbstract:
Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings.Educational Studies
M. Ed. (Specialisation in Guidance and Counselling)
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Mumford, Vivien Patricia. "Implementing the teaching handwriting, reading and spelling skills programme with an intermediate phase deaf Gauteng learner using the spoken language approach." Diss., 2013. http://hdl.handle.net/10500/11896.
Full textAbstract:
The rationale for this study was to investigate the implementation of the THRASS literacy programme on a deaf learner who uses the spoken language approach. Particular emphasis was given to the role played by the Phoneme Machine together with Cued Speech.
THRASS focuses on phoneme-grapheme correspondence by explicit phonics instruction to develop word analysis and recognition skills. Cued Speech is used as an instructional tool to facilitate visual access to auditory-based phonology.
The research was framed within the Interpretivist paradigm and a qualitative case study design predominated, although the launch and landing of the study was quantitative in nature.
The findings indicated that the auditory-based phonology of the English language may be accessed by a deaf learner, when supported by a visual instructional tool such as Cued Speech in synchronicity with speech-reading, to develop print literacy skills.
This study opens the gateway to further enquiry on enhancing deaf literacy levels.Inclusive Education
M. Ed. (Inclusive Education)
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Cameron, Jill. "A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales." Thesis, 2005. http://hdl.handle.net/1959.13/24990.
Full textAbstract:
This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully.PhD Doctorate
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Cameron, Jill. "A collective case study: How regular teachers provide inclusive education for severely and profoundly deaf students in regular schools in rural New South Wales." 2005. http://hdl.handle.net/1959.13/24990.
Full textAbstract:
This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully.PhD Doctorate