EDOL 630 Introduction

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Sociology

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Feb 20, 2024

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The Effects of Co-Teaching on Academic Performance of Students With Disabilities 1 The Effects of Co-Teaching on Academic Performance of Students With Disabilities Gabriela Sadler University of the Cumberlands

The Effects of Co-Teaching on Academic Performance of Students With Disabilities 2 The Effects of Co-Teaching on Academic Performance of Students With Disabilities In 2004, The Individuals with Disabilities Education Act (IDEA) made it a requirement that students with disabilities be included, and make progress, in general education curriculum. One way educators can accomplish this is by co-teaching. According to the U.S. Department of Education (2011), 58% of 12- to 17-year-old students with disabilities spend 80% or more of their day in the general education setting. Co-teaching, or collaborative teaching, is a method of instruction that includes a general education and special education teacher working together in a classroom to plan and provide instruction. This method helps to provide an inclusive environment for students with disabilities and ensures they are being taught in the least restrictive environment. There are six approaches to co-teaching which include station teaching, parallel teaching, alternative teaching, teaming, one teach, one assist, and one teach, one observe. In 1995, the National Center on Education Restructuring and Inclusion reported that this co ‐ teaching collaboration involving general and special education teachers was the most used service organisation model in the inclusion setting (Tremblay, 2013). Collaboration at the classroom level, notably co-teaching, currently lacks a strong empirical base for its effectiveness. Studies are often limited to small case studies, survey reports on perceptions, or observations from teachers' experiences with the model (Mofield, 2020). Therefore, the problem of this experimental study is to explore the effects of co-teaching on academic performance of students with disabilities. Background of the Problem The Individuals with Disabilities Education Act (IDEA) was enacted by congress in 1975 to guarantee a free appropriate public education to children with disabilities and ensures that special education and related services are provided to children. In 2004, the law was revised to

The Effects of Co-Teaching on Academic Performance of Students With Disabilities 3 require students with disabilities be treated equally and held accountable for their education. It was passed to help students prepare for further education, independent living, and employment. IDEA helped bring co-teaching to the forefront. With students who receive services now being expected to be in the classroom, new ways of delivering services had to be discovered. Co-teaching is one option that allows students with disabilities to remain in the general education classroom. According to Friend and Cook, co-teaching occurs when two or more professionals with distinctly different areas of expertise jointly deliver core or supplemental instruction to a diverse, blended group of students, primarily in a single space (2010). In the past, the effort to mix students with disabilities into the general education classroom was known as “mainstreaming”. It was assumed that these students would be able to find success once mainstreamed, but without also having specialized assistance within the regular education classes, many students struggled (Peery 2017). What educators used to call “mainstreaming” is now known as “inclusion”. With co-teaching, students with disabilities can receive specialized services while being included in the general education classroom. Significance of this Study This study is significant because it is important to understand co-teaching and how it benefits a certain population of students. Students, teachers, and the school district could benefit from the research of co-teaching on academic performance. There are still many unknowns to co-teaching, this study would be beneficial to see the best way to implement a co-teaching model. Students with disabilities would benefit greatly from this study. If academic performance was shown to increase with a co-teaching model, this could help students with disabilities become more independent. A co-teaching model could prepare them for the future and help them

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