The Benefits of Co-Teaching Students with Special Education Needs in the General Education Classroom
Program
Special Education M.A.
Number of Pages
71
Year Approved
2022
First Advisor
Strand, Charles
Second Reader
Jan Mrozinski;
Abstract
This research project has focused on co-teaching students with disabilities in the general education classroom. Co-teaching is synonymous with cooperative teaching and has been increasing in school districts across the United States and internationally. This thesis describes co-teaching and its effectiveness based on a literature review and professional application. Specifically, this thesis aimed to find empirical findings that provide statistical quantitative data to better analyze the effect of co-teaching. There is an underwhelming amount of both longitudinal and empirical experimental designed studies. In regards to co-teaching effects on academic achievement outcomes in students with disabilities, statistically significant increases in reading and math proficiencies have been found. Of the various co-teaching models, each co-teaching strategy can play an important role in the effectiveness of co-teaching as a whole. This thesis gives a professional recommendation for administrators to best support effective co-teaching in the classroom. Future research should seek to provide experimental, quantitative data on the impact of co-teaching on improving academic performance for disabled and non-disabled students.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Nelson, S. R. (2022). The Benefits of Co-Teaching Students with Special Education Needs in the General Education Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/907
