Electronic Journal for Inclusive Education
Abstract
Co-teaching is a prevalent approach to providing effective instruction in inclusive classes. The purpose of this study was to determine teachers’ perceptions of compatibility and discrepancy between their approaches to teaching, personal characteristics and efficacy of co-teaching. Noonan’s Co-teacher Relationship Scale was adapted to survey the co-teachers statewide. Results of the statewide survey of Arizona general and special educators teaching in inclusive classes are presented as they relate to their responses. Various aspects of co-teaching relationships and teacher implementation of co-teaching models are discussed. The authors derive attributes of co-teachers in Arizona that indicate compatibility and sustainability of co-teaching arrangements. Implications for research and practice are discussed.
Repository Citation
Malian, I.,
& McRae, E.
(2010).
Co-Teaching Beliefs to Support Inclusive Education: Survey of Relationships between General and Special Educators in Inclusive Classes,
Electronic Journal for Inclusive Education, 2
(6).
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
