Collaborative teaching: exploring the impact of co-teaching practices on the numeracy attainment of pupils with and without special educational needs

ABSTRACT

Education specialists are strongly advocating the use of collaborative teaching (co-teaching) approaches to facilitate the inclusion of pupils with Special Educational Needs (SEN) in mainstream settings. The current study analysed the impact of co-teaching on the numeracy attainment of students in two, mixed-gender Irish primary classes (N = 45; 4th Class: 9–10 years old) where there was a high incidence of SEN (e.g. autism, specific learning difficulties etc.,). After participating in co-taught numeracy classes for seven months, a standardised Mathematics test was administered. These scores were compared to the pupils’ scores from the previous year when co-teaching was not the primary mode of instruction. A significant increase in pupils’ overall standardised test scores was noted (p = .002). Scores for pupils with SEN in relation to numeracy (n = 12) also experienced a significant increase (p = .032) as did the scores for pupils without SEN (n = 30; p = 0.23). Based on these preliminary results, co-teaching appears to be an effective mode of instruction for meeting the needs of pupils with, and without, SEN in mainstream settings

KEYWORDS:

• Collaborative teaching
• co-teaching
• inclusive practices
• academic progress
• collaboration
• Special Educational Needs (SEN)

Acknowledgments

The authors are grateful to Dr. Darina Scully, Dr. Clare Lehane and the reviewers for their feedback prior to publication. We also thank the pupils and teachers who participated in this research.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Paula Lehane

Paula Lehane is a PhD candidate in Dublin City University (DCU) at the Centre for Assessment Research, Policy and Practice in Education (CARPE). She previously worked as a primary school teacher and was the SENCO of a large urban primary school. Her research interests include SEN, school-based assessment practices and technology-based assessments.

Joyce Senior

Dr. Joyce Senior is the Director of the Professional Doctorate in Educational Psychology at University College Dublin (UCD). Her work as a primary teacher and educational psychologist traversed all sectors of the Irish education system. Her research interests focus on inclusive education particularly in relation to pupils with complex behavioural and learning phenotypes associated with genetic and neurological conditions.