Co-teaching in inclusive classrooms a metasynthesis of qualitative research

An overview of the past, a glimpse at the present, and considerations for the future. Studies that specifically focused on one or more students with disabilities in an inclusive class, without specific reference to co-teaching as a primary research question, were not included e.

Focus on Exceptional Children, 28 3 They emphasized the importance of administrative support, establishing co-teacher roles, effective planning, shared classroom management, and appropriate assessment. Manuscript received May 30, ; accepted November 7, Although several exceptions were noted for each of these general findings, overall the consistency of conclusions--drawn across studies ranging widely in grade level, subject matter, geographical location, specific setting, and student characteristics--was remarkable.

Some of the teachers in the Walther-Thomas investigation "reported This perceived value, however, appeared to be predicated on the two teachers being personally compatible.

I go around the whole room for correctness.

A descendant search of cited research, using the Social Sciences Citation Index identified reports that had cited relevant research. She really had trouble with somebody else in there. To date, a considerable amount of qualitative research has been conducted in the area of co-teaching.

Summarizing qualitative research in special education: Qualitative research is generally appropriate for describing and providing insights about attitudes, perceptions, interactions, classroom structure, and behaviors, relevant to co-teaching.

Teachers were generally very emphatic about the need for co-teachers to be compatible. Weiss and Brigham reviewed 23 quantitative and qualitative studies of co-teaching, published between andincluding investigations Of both elementary and secondary settings.

A Co-teaching in inclusive classrooms a metasynthesis of qualitative research for general and special education integration.

Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research

Quantitative surveys of co-teachers in which some additional verbal responses were solicited through open-ended or direct questions were not included; however, substantive qualitative interviews conducted subsequent to a quantitative survey, and analyzed using qualitative methods, were included.

In addition, we considered the credibility of specific data within individual research reports. Additionally, further efforts in the area of qualitative research synthesis could help bring the voices of individual students, teachers, and administrators into the domain of public discourse and help to strengthen the impact of qualitative research.

These concerns, however, should also be weighed against the consequences of not summarizing qualitative research. American Annals of the Deaf, The reports included in this metasynthesis represented a substantial number of teachers and administrators, in a wide variety of settings and situations.

Other techniques that might have been expected were only rarely observed, such as principles of effective instruction Mastropieri et al.

Describing how she established her co-teaching relationship with a special education teacher, one general education teacher said, "Okay, well first I would be in charge.

Norris observed a middle school co-taught class and concluded, "Students rarely interacted with each other once instruction began without permission and were reprimanded for doing so" p.

Rice and Zigmond concurred from their study of 17 secondary teachers: Examined critically, however, the practice of co-teaching as described in these investigations can hardly be said to resemble the truly collaborative models described by, for example, Cook and Friend or Walther-Thomas et al.

In a first-grade class, the general education teacher led the class in a song, while the special education teacher "moved about the room organizing the chairs and picking up materials that were out of place from the previous activity" Rosa,p.

Exceptional Children, 71, The need for compatibility, discussed in a following section, was mentioned very often, frequently within the same report, and several instances were provided where lack of compatibility undermined the effectiveness of the co-taught classroom e.

As such, it was intended to shed light on the practice of co-teaching from the perspectives of relevant research. Unfortunately, these ill-fated classrooms set teachers and students up for failure and frustration" p.

Pugach and Wesson interviewed 9 fifth-grade students in co-taught classes and concluded, "The students we interviewed felt as if their academic and social needs were being met better than had they been in classes instructed by a single teacher" p.

Co-teaching in inclusive classrooms: a metasynthesis of qualitative research.

Some special education teachers served as models. Margaret Mead and Samoa. These authors concluded that research was limited and mostly anecdotal; however, available evidence suggested that teachers believed that co-teaching had a positive effect on student achievement Welch, Brownell, and Sheridan provided a broader review of team teaching and school-based problem-solving teams.

Dissertation Abstracts International, 62 12A. Benefits to Students With Disabilities. A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine week science instruction grading period.

However, such cases were rare. Likewise, we created coding categories for the influence of prior experience, influence of high-stakes testing, class size, and teacher turnover; only ultimately to determine that these issues were raised only rarely.

A synthesis of qualitative research on wellness-illness. That is, in the Carlson investigation, one elementary co-teaching pair was able to cope with problem students, but other pairs were not. However, approaches for dealing with these students varied.Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques.

Co-Teaching in Inclusive Classrooms: Results of Qualitative Research from the United States, Canada, July · Advances in Learning and Behavioral Disabilities Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed.

Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and.

A QUALITATIVE CASE STUDY OF A CO-TEACHING RELATIONSHIP AT A RURAL. HIGH SCHOOL. A Dissertation by. Diane K. Nickelson. MA, Southwestern College, Co-Teaching Benefits Inclusive Practices. Vol. 73, No. 4, pp. © Council for Exceptional Children. Exceptional Children Co- Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research.

Qualitative research is generally appropriate for describing and providing insights about attitudes, perceptions, interactions, classroom structure, and behaviors, relevant to co-teaching.

Qualitative research also has increased enormously in special education research over recent decades (Brantlinger, Jimenez, Klingner, Pugach, & Richardson.

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Co-teaching in inclusive classrooms a metasynthesis of qualitative research
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