Co-teaching perspectives from middle school algebra co-teachers and their students with and without disabilities

ABSTRACT

This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most students responded that the special educator or both educators provided support via explanations and help; few students responded that the general educator was the only person who explained things in different ways. Perspectives from the students provide an increased understanding of the importance of the special educator in a valued supportive role versus a subordinate role in this co-taught classroom.

KEYWORDS:

• Co-teaching
• inclusive education
• students with and without disabilities

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr. Margaret E. King-Sears is a Professor in the Division of Special Education and disAbility Research at George Mason University in Fairfax VA USA. She previously worked at Johns Hopkins University, where she began her research interests in inclusion and self-management for students with a range of disabilities. Additional research interests are co-teaching, universal design for learning, mnemonic strategies and techniques that focus on how students with high-incidence disabilities can access the general education curriculum.

Dr. Melissa C. Jenkins is a special educator with Prince William County Public Schools in Virginia. She specializes in intervention for students with complex and layered learning difficulties. In addition to her direct work with students, Dr. Jenkins serves as an adjunct faculty member at George Mason University in Fairfax, VA. Her research interests include mathematics intervention, behavioral supports, and paraprofessional preparation.

Dr. Anne Brawand is an Assistant Professor in the Department of Special Education at Kutztown University of Pennsylvania. Prior to teaching at Kutztown University, Dr. Brawand spent 12 years teaching in Prince George’s County, Maryland. Her research interests include secondary interventions in mathematics, mathematics instruction for students with visual impairments, co-teaching, and teacher preparation.