The purpose of this study was to investigate student perceptions of co-teachers.Students with disabilities are more than twice as likely as their peers withoutdisabilities to leave school early (Kortering & Braziel, 2002; Wilson & Michaels,2006). Students in two inclusive classrooms in an urban middle school participated ininterviews about their perceptions of being in a co-taught class. Data from the studentinterviews indicated that students were positive about having two adults in theclassroom, however, willingness to ask for assistance varied across environments.Acceptance of instruction and discipline from either teacher also varied fromclassroom to classroom. The findings from this study illustrated the need for inclusionto apply to all members of the classroom—students and teachers. When teachers’ rolesare reduced to that of an assistant or aide in the classroom, the students show anawareness of that power differential and status. Implications of the study suggestedthat parity in co-teaching was in the best interest of the teachers and students.
Columbia Embury, D.,
& Kroeger, S.
(2012). Let's Ask the Kids: Consumer Constructions of Co-teaching. International Journal of Special Education, 27 (2), 101-112.