Factors affecting the Adoption of Co-Teaching Models in Inclusive Classrooms: One school's Journey from Mainstreaming to Inclusion.
We conducted qualitative research in a suburban middle school in Western Pennsylvania and examined the factors affecting the implementation and adoption of co-teaching models between regular and special education faculty. Purposeful sampling was used to identify 15 regular education teachers and 5 s...
| Publicado en: | Journal of Ethnographic & Qualitative Research Vol. 2; no. 2; pp. 121 - 129 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Michael Firmin, PhD
Winter 2008
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | We conducted qualitative research in a suburban middle school in Western Pennsylvania and examined the factors affecting the implementation and adoption of co-teaching models between regular and special education faculty. Purposeful sampling was used to identify 15 regular education teachers and 5 special education teachers as participants in the present study because the implementation of co-teaching had a significant impact on their daily practice as classroom teachers and resulted in substantial changes within their work environments. Teachers were interviewed and observed during a one-year period. Results suggest interpersonal relationship among co-teachers, clearly defined roles and responsibilities, and administrative support and validation are factors that may affect the successful development of co-teaching relationships. Reprinted by permission of the publisher. |
|---|