Date

2013

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This study examined the instructional experiences of students with special needs in inclusive classrooms with respect to student participation, student-teacher interaction and task completion in co-taught and solo – taught classrooms. The purpose of this study was to help determine under which condition the abovementioned behaviors are maximized. A total of ten (6th and 8th grade) students with disabilities from Freedom Middle School participated in this study and a total of four general education teachers co-taught with a trained special education instructional assistant. Quantitative and qualitative data were collected and analyzed separately to form a more complete picture of the situation. Results from both data sets were compared to provide a better understanding of the problem. Quantitative data obtained from this study indicated significant difference on student participation and student-teacher interaction favoring co-teaching; however no significant difference was observed on task completion. Qualitative data obtained from interviews with teachers and students suggested positive perception on co-teaching if adequate training and support is provided.

Comments

Thesis (M.A.) Teacher Education Department

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