Master of Arts (M.A.)
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 â€“ 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.
Merana, Lowella Beverly B, "A study of instructional experiences of students with learning disabilities in co-taught and solo-taught inclusive classrooms" (2013). Capstone Projects and Master's Theses. 499.