Abstract
This study explored practices and attitudes of special educators from various states around the country regarding what they consider to be the most important elements for effective co-teaching. Results indicated that co-planning, communication skills, and shared instruction were the most critical factors in effective co-teaching. Professional development was found to be the most common way that participants gained co-teaching knowledge and skill. Future implications for research suggest that teacher preparation programs and districts use e-learning to support pre-service and in-service programs and initiatives related to co-teaching.
Future implications for research suggest that teacher preparation programs and districts use e-learning to support pre-service and inservice programs and initiatives related to co-teaching.
Recommended Citation
Shamberger, Cynthia; Williamson-Henriques, Kendra; Moffett, Noran; and Brownlee-Williams, Yolanda
(2014)
"Special Educators Speak Out on Co-Teaching Knowledge and Skills,"
Journal of Research Initiatives: Vol. 1:
Iss.
2, Article 6.
Available at:
https://digitalcommons.uncfsu.edu/jri/vol1/iss2/6