EDOL 630 Introduction

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The Effects of Co-Teaching on Academic Performance of Students With Disabilities 1 The Effects of Co-Teaching on Academic Performance of Students With Disabilities Gabriela Sadler University of the Cumberlands

The Effects of Co-Teaching on Academic Performance of Students With Disabilities 2 The Effects of Co-Teaching on Academic Performance of Students With Disabilities In 2004, The Individuals with Disabilities Education Act (IDEA) made it a requirement that students with disabilities be included, and make progress, in general education curriculum. One way educators can accomplish this is by co-teaching. According to the U.S. Department of Education (2011), 58% of 12- to 17-year-old students with disabilities spend 80% or more of their day in the general education setting. Co-teaching, or collaborative teaching, is a method of instruction that includes a general education and special education teacher working together in a classroom to plan and provide instruction. This method helps to provide an inclusive environment for students with disabilities and ensures they are being taught in the least restrictive environment. There are six approaches to co-teaching which include station teaching, parallel teaching, alternative teaching, teaming, one teach, one assist, and one teach, one observe. In 1995, the National Center on Education Restructuring and Inclusion reported that this co ‐ teaching collaboration involving general and special education teachers was the most used service organisation model in the inclusion setting (Tremblay, 2013). Collaboration at the classroom level, notably co-teaching, currently lacks a strong empirical base for its effectiveness. Studies are often limited to small case studies, survey reports on perceptions, or observations from teachers' experiences with the model (Mofield, 2020). Therefore, the problem of this experimental study is to explore the effects of co-teaching on academic performance of students with disabilities. Background of the Problem The Individuals with Disabilities Education Act (IDEA) was enacted by congress in 1975 to guarantee a free appropriate public education to children with disabilities and ensures that special education and related services are provided to children. In 2004, the law was revised to

The Effects of Co-Teaching on Academic Performance of Students With Disabilities 3 require students with disabilities be treated equally and held accountable for their education. It was passed to help students prepare for further education, independent living, and employment. IDEA helped bring co-teaching to the forefront. With students who receive services now being expected to be in the classroom, new ways of delivering services had to be discovered. Co-teaching is one option that allows students with disabilities to remain in the general education classroom. According to Friend and Cook, co-teaching occurs when two or more professionals with distinctly different areas of expertise jointly deliver core or supplemental instruction to a diverse, blended group of students, primarily in a single space (2010). In the past, the effort to mix students with disabilities into the general education classroom was known as “mainstreaming”. It was assumed that these students would be able to find success once mainstreamed, but without also having specialized assistance within the regular education classes, many students struggled (Peery 2017). What educators used to call “mainstreaming” is now known as “inclusion”. With co-teaching, students with disabilities can receive specialized services while being included in the general education classroom. Significance of this Study This study is significant because it is important to understand co-teaching and how it benefits a certain population of students. Students, teachers, and the school district could benefit from the research of co-teaching on academic performance. There are still many unknowns to co-teaching, this study would be beneficial to see the best way to implement a co-teaching model. Students with disabilities would benefit greatly from this study. If academic performance was shown to increase with a co-teaching model, this could help students with disabilities become more independent. A co-teaching model could prepare them for the future and help them

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The Effects of Co-Teaching on Academic Performance of Students With Disabilities 4 to be included with their peers. Their educational experience could be improved by being included in the general education setting, while also receiving services that they may need to succeed. Teachers would benefit from having the knowledge they need to co-teach. If teachers could see how the model works best for students and their performance, they could better deliver their materials and services. With more research, it would be easier for teachers to carry-out this service delivery method. The teachers would have the support and data they need to co-teach effectively. Lastly, school districts could benefit from this study because it would give them the data they need to implement policies for every school in their district. If the study shows improvement in academic performance, districts could create co-teaching models for each school in their district and give the teachers the support system they need to do it successfully. This study would give students, teachers, and school districts the knowledge they need to work together to deliver the co-teaching model. Definition of Terms Inclusion: refers to integrating students with disabilities into general education classes, primarily for social purposes. Least Restrictive Environment: requirement by law that students with disabilities have access to general curriculum. Station Teaching: actively involves both educators in instruction, teachers divide instructional content and each plan and teach part of it. Students move from one station to another in the classroom as determined by the teachers.

The Effects of Co-Teaching on Academic Performance of Students With Disabilities 5 Parallel Teaching: teachers plan the lesson together, but each teacher delivers it to a group of students that makes up half of the class. Both groups are diverse and receive the same instruction. Alternative Teaching: One teacher works with a small group of students while the other works with the larger group. The content being taught is something the small group can miss. Teaming: Most frequently used, individuals on each team have a unique set of skills that they bring to the team. They collaborate together to problem solve and deliver instruction. One Teach, One Assist: One teacher is responsible for teaching the entire class while the other assists students that need help. One Teach, One Observe: One teaches while the other observes students and the teacher. Usually used when collecting data. Supplemental Instruction: A form of tutoring that helps students with difficult courses. Core Instruction: Instruction where all students participate. Does not include special education or other related services.

The Effects of Co-Teaching on Academic Performance of Students With Disabilities 6 References Friend, M.P., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Pearson. Individual with Disabilities Education Improvement Act of 2004, 20 U. S. C. §1401 et seq. (2004). https://sites.ed.gov/idea/statuteregulations/ Mofield, E. L. (2020). Benefits and Barriers to Collaboration and Co-Teaching: Examining Perspectives of Gifted Education Teachers and General Education Teachers. Gifted Child Today , 43 (1), 20–33. Peery, A. (2017). A Brief History of Co-Teaching. (n.d.). Retrieved September 21, 2021, from https://x78251kcpll2l2t9e46kf96a-wpengine. netdna-ssl.com/wp-content/uploads/2017/02/Brief-History-of-Co-Teaching.pdf Tremblay, P. (2013). Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education. Journal of Research in Special Educational Needs, 13(4), 251–258. U.S. Department of Education. (2011). National report on the condition of education. Retrieved from http://nces.ed.gov/pubs2011/2011033.pdf

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