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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 without disabilities to leave school early (Kortering & Braziel, 2002; Wilson & Michaels, 2006). Students in two inclusive classrooms in an urban middle school participated in interviews about their perceptions of being in a co-taught class. Data from the student interviews indicated that students were positive about having two adults in the classroom, however, willingness to ask for assistance varied across environments. Acceptance of instruction and discipline from either teacher also varied from classroom to classroom. The findings from this study illustrated the need for inclusion to apply to all members of the classroom—students and teachers. When teachers’ roles are reduced to that of an assistant or aide in the classroom, the students show an awareness of that power differential and status. Implications of the study suggested that parity in co-teaching was in the best interest of the teachers and students.


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