Should Co-Teaching in the Classrooms be Utilized to Improve Students with Learning Disabilities?
Abstract
Co-teaching is a method in which two teachers, one from the standard education department and one from the special education department, collaborate to deliver instruction in a general education classroom setting. Co-teaching is frequently used to provide inclusion services in general education settings. In this paper information and ideas are provided on how to incorporate co-teaching into classroom pedagogy in a way that improves the academic levels of students with learning disabilities while also assisting special education teachers and general education teachers to collaborate in a way that improves their own skills as educators. It describes the history of co-teaching and provides examples of different models that can be used in the classroom to benefit not only students with special needs but also students who are not. This paper also provides specifics on high-leverage practices that can be implemented in conjunction with the co-teaching strategy, according to the authors. Co-teaching in classrooms is becoming more prevalent among district-wide schools, and the more research that is done on the subject, the more teachers will be able to communicate effectively with their students and with other teachers.
Keywords: Co-teaching, Specific Learning Disabilities, High Leverage Practices
Year Manuscript Completed
Spring 2022
Senior Project Advisor
Dr. Tricia Jordan
Degree Awarded
Bachelor of Integrated Studies Degree
Field of Study
Educational Studies
Document Type
Thesis - Murray State Access only
Recommended Citation
Allen, LaDonna, "Should Co-Teaching in the Classrooms be Utilized to Improve Students with Learning Disabilities?" (2022). Integrated Studies. 392.
https://digitalcommons.murraystate.edu/bis437/392