Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes?
Restricted accessResearch articleFirst published online May, 2005
Co–Teaching in Middle School Classrooms under Routine Conditions: Does the Instructional Experience Differ for Students with Disabilities in Co–Taught and Solo–Taught Classes?
Co–teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an “additive effect” of the special education teacher on the instructional experiences of students with disabilities as compared with the experiences of the same students taught by only the general education teacher under routine conditions. Observers used time sampling methods to document how students with disabilities spent their time in 11 middle school co–taught classes. Statistically significant differences were found for targeted students in terms of general education teacher interaction and individual instruction. General education teachers spent significantly less time with students with disabilities when the special education teacher was present. In addition, students with disabilities received significantly more individual instruction when the special education teacher was present. However, these differences were of limited practical significance.
Get full access to this article
View all access options for this article.
References
1.
BauwensJ., & HourcadeJ. J. (1995). Cooperative teaching: Rebuilding the schoolhouse for all students. Austin, TX : Pro–ed.
2.
BauwensJ., HourcadeJ. J., & FriendM. M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17–22.
3.
BearG., & ProctorW. A. (1990). Impact of a full–time integrated program on the achievement of nonhandicapped and mildly handicapped children. Exceptionality, 1, 227–238.
4.
BoudahD. J., SchumacherJ. B., & DeschlerD. D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms?Learning Disabilities Quarterly, 20, 293–316.
5.
CookL., & FriendM. (1996). Co–teaching: Guidelines for creating effective practices. In MeyerE. L., VergasonG. A., & WhelanR. J. (Eds.), Strategies for teaching exceptional children in inclusive settings (pp. 309–330). Denver, CO : Love Publishing Company.
6.
HarrisK., HarveyP., GarciaL., InnesD., LynnP., MunozD., SextonK., & StoicaR. (1987). Meeting the needs of special high school students in regular education classes. Teacher Education and Special Education, 10, 143–152.
7.
HewardW. L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36, 186–205.
8.
Individuals with Disabilities Education Act Amendments of 1997, PL 105–17, 105th Congress, 1st session. 1997.
9.
KlingnerJ. K., VaughnS., HughesM. T., SchummJ. S., & ElbaumB. (1998). Outcomes for students with and without learning disabilities in inclusive classrooms. Learning Disabilities Research & Practice, 13, 153–161.
10.
LipskyD. D., & GartnerA. (1987). Capable of achievement and worthy of respect: Education for handicapped students as if they were full–fledged human beings. Exceptional Children, 54, 69–74.
11.
MarstonD. (1996). A comparison of inclusion only, pull–out only, and combined service models for students with mild disabilities. Journal of Special Education, 30, 121–132.
12.
MorrocoC. C., & AguilarC. M. (2002). Co–teaching for content understanding: A school–wide model. Journal of Educational and Psychological Consultation13(4), 315–348.
13.
MurawskiW. W., & SwansonH. L. (2001). A meta–analysis of co–teaching research: What are the data?Remedial and Special Education, 22, 258–267.
14.
National study on inclusion overview and summary (1995). New York: National Center on Educational Restructuring and Inclusion (ERIC Document Reproduction Service No. ED 411 664).
15.
PatriarcaL., & LambM. (1994). Collaboration, curriculum development and reflection as frameworks for exploring the integration of general and special education. B.C. Journal of Special Education, 18(1), 95–100.
16.
ReinhillerN. (1996). Coteaching: New variations on a not–so–new practice. Teacher Education and Special Education, 19(1), 34–48.
17.
SchulteA. C., OsborneS. S., & McKinneyJ. D. (1990). Academic outcomes for students with learning disabilities in consultation and resource programs. Exceptional Children, 57, 162–172.
18.
SelfH., BenningA., MarstonD., & MagnussonD. (1991). Cooperative teaching project: A model for students at risk. Exceptional Children, 58, 26–33.
19.
StainbackW., & StainbackS. (1984). A rationale for the merger of special and regular education. Exceptional Children, 51, 102–111.
20.
VaughnS., SchummJ. S., & ArguellesM. E. (1997). The ABCDEs of co–teaching. Teaching Exceptional Children, 30, 4–10.
21.
Walther–ThomasC. (1997). Co–teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395–407.
22.
Walther–ThomasC., BryantM., & LandS. (1996). Planning for effective co–teaching: The key to successful inclusion. Remedial and Special Education, 17, 255–265.
23.
Walther–ThomasC., KorinekL., McLaughlinV. L., & WilliamsB. T. (2000). Collaboration for inclusive education: Developing successful programs. Needham Heights, MA : Allyn and Bacon.
24.
WeissM. P., & LloydJ. W. (2002). Congruence between roles and actions of secondary special educators in co–taught and special education settings. The Journal of Special Education, 2(36), 58–68.
25.
WelchM. K., BrownellK., & SheridanS. M. (1999). What's the score and game plan on teaming in schools? A review of the literature on team teaching and school–based problem–solving teams. Remedial and Special Education, 20(1), 36–49.
26.
WhiteA. E., & WhiteL. L. (1992). A collaborative model for students with mild disabilities in middle schools. Focus on Exceptional Children, 24, 1–10.
27.
WillM. C. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411–416.
28.
ZigmondN. (2001). Special education at a crossroads. Preventing School Failure, 45(2), 70–75.
