Electronic Journal for Inclusive Education
Abstract
This article presents the results of individual and focus group interviews with the co-teaching partner teachers comprised of general and special educators. In particular, the analysis reveals the teachers’ perceptions regarding what principals need to know and understand to support co-teaching in their schools. The co-teaching teams identified the following factors as important for the success of co-teaching in a high school classroom: teacher training, administrator training, compatibility, planning time, student schedules, natural proportions, respect and value for the teaching assignment, administrative support, and professional development. The teams also identified student and teacher benefits from participating in a co-taught classroom.
Repository Citation
Nierengarten, G. M.,
& Hughes, T.
(2010).
What Teachers Wish Administrators Knew About Co-Teaching in High Schools,
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
