Program
Teaching M.A.
Number of Pages
64
Year Approved
2025
First Advisor
Cheryl Bostrom
Second Reader
Jill Martin
Abstract
This study explores the effectiveness and strategies of co-teaching, with a focus on teacher preparedness, co-teaching models, and the benefits and drawbacks of implementation. Through a literature review of teacher surveys and anecdotal experiences, the study examines how co-taught classrooms can be improved through targeted preservice and in-service training, familiarity with co-teaching approaches, and a clearer understanding of its impact on students with special needs. Findings suggest that effective co-teaching is linked to increased collaboration, shared responsibilities among teachers, and enhanced student access to the curriculum. However, evidence remains inconclusive regarding its impact on academic achievement. The study highlights the importance of adequate co-planning time and professional development in successful co-teaching practices. These insights are particularly relevant for teacher education programs, professional development teams, and collaborative teaching staff aiming to support students with special needs in the least restrictive environment, reinforcing the need for ongoing research and implementation refinement.
Degree Name
Teaching M.A.
Document Type
Masterʼs thesis
Recommended Citation
Ludwig, A. J. (2025). Effective Instructional Strategies for Students With Special Needs in a Co-Taught Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1227
Terms of Use and License Information
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Included in
Special Education and Teaching Commons, Teacher Education and Professional Development Commons