What Matters Most in Co-teaching in High School
Views from Administration, General Educators and Special Educators
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Students with special needs are increasingly morepresent in the high school general educationclassroom due to the pressure from special education(Individuals with Disabilities Act, 2004) and generaleducation (No Child Left Behind) legislation. Inresponse, the practice of co-teaching has been amodel adopted by some school leadership. Emergingresearch on the effectiveness of the co-teachingmodel indicate that there are factors that must beconsidered in order to implement a co-teaching modeleffectively in a high school setting. The purpose ofthis study was to identify factors that maycontribute t...
Students with special needs are increasingly more
present in the high school general education
classroom due to the pressure from special education
(Individuals with Disabilities Act, 2004) and general
education (No Child Left Behind) legislation. In
response, the practice of co-teaching has been a
model adopted by some school leadership. Emerging
research on the effectiveness of the co-teaching
model indicate that there are factors that must be
considered in order to implement a co-teaching model
effectively in a high school setting. The purpose of
this study was to identify factors that may
contribute to the success of a co-teaching model in a
mid-sized high school as identified by the
administrator and three co-teaching teams. This
qualitative case study gathered and analyzed data in
the form of interviews, focus groups and classroom
observations of the participants. The results of this
research will further the understanding of what is
needed to implement co-teaching at the high school
level for both administrators and teaching teams who
desire to apply this model.
present in the high school general education
classroom due to the pressure from special education
(Individuals with Disabilities Act, 2004) and general
education (No Child Left Behind) legislation. In
response, the practice of co-teaching has been a
model adopted by some school leadership. Emerging
research on the effectiveness of the co-teaching
model indicate that there are factors that must be
considered in order to implement a co-teaching model
effectively in a high school setting. The purpose of
this study was to identify factors that may
contribute to the success of a co-teaching model in a
mid-sized high school as identified by the
administrator and three co-teaching teams. This
qualitative case study gathered and analyzed data in
the form of interviews, focus groups and classroom
observations of the participants. The results of this
research will further the understanding of what is
needed to implement co-teaching at the high school
level for both administrators and teaching teams who
desire to apply this model.
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