Keywords

Special Education Teacher, co-teaching, students with disabilities

Abstract

The majority of studies regarding co-teaching have primarily looked at what specific instructional practices and teacher characteristics are needed to make co-teaching an effective practice. In contrast, this study investigates how co-teaching affects a teacher’s particular teaching style and behavior. Of greatest interest is how a teacher’s use of instructional technology is impacted by the presence of a co-teacher. With many schools making inclusion a priority, the number of co-taught classes is increasing. In order for students to gain the most from classes that are co-taught, it is important that we first understand the factors that affect co-teachers. Once we understand these factors, it will be possible to increase the effectiveness of co-teachers.

Original Publication Citation

Kellems, R. O. (2014). How does the presence of a special education teacher impact co-teachers’ behavior in an inclusive classroom. Journal of Education and Human Development, 3(3), 119-129. https://doi.org/10.15640/jehd.v3n3a10

Document Type

Peer-Reviewed Article

Publication Date

2014

Publisher

American Research Institute for Policy Development

Language

English

College

David O. McKay School of Education

Department

Counseling Psychology and Special Education

University Standing at Time of Publication

Associate Professor

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