Inclusive Co-teaching

Is co-teaching
effective in
inclusive
elementary
classrooms?
Page 1 Introduction
& Previous Research
Review
Page 2 Overview &
Insights of Current
Study

Background Information
The prevalence of autism spectrum disorder (ASD) has increased
approximately 289.5% over the last 15 years, now at the rate of 1 in 68 children
having been identified with ASD. In addition, from 2006-2008, 1 in 6 children in
the United States had a developmental disabilities with increasing prevalence of
hearing loss, attention deficit hyperactivity disorder, and learning disabilities
(Boyle et al., 2011). Combining these numbers with current legislation, educators
are looking to meet the diverse needs of all special and general education
students. Federal mandates like No Child Left Behind, 2001, and Individuals with
Disabilities Education Act, 2004, have directed education departments and
agencies to address the needs of these students in the least restrictive
environment the inclusive classroom and as the number of children diagnosed
with autism and other developmental disabilities continues to increase, one
should anticipate that their numbers will also increase in inclusive classroom
settings (Loiacono & Valenti, 2010).

Page 3 Pros & Cons

of Co-teaching
Page 4 Implications,
Recommendations, &
References

Previous Research Review

One approach to the inclusive classroom is the learning center model
where both general and special educators provide multi-leveled instructional
support. Students receiving special education services and students receiving
general education services may be served simultaneously when the special
educator and general educator co-teach the class (Learning Centers, 2013).
Research has shown that co-teaching, defined as the shared responsibility for
teaching within the same classroom by a general and special education
teacher (Pugach & Winn, 2011), provides students with the consistent
opportunity to be exposed to general education curricula expectations with the
support to meet them. Co-teaching also provides educators the chance to
develop and adapt their teaching practices and is effective when they have
strengths in professionalism, model instruction, assessing student progress, analysis
teaching styles, work with a wide range of students, and knowledge of content
(Rice, Drame, Owens, & Frattura, 2007). Pugach and Winn (2011) add that
personal compatibility, as well as volunteering, was central to the success of coteaching. However, much of this research was done at the secondary level, in
single subject classrooms, and additional research is required before extending
this model elementary school classrooms.
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Overview of Current Study

To further examine co-teaching in the learning center model at the
primary level, interviews were conducted with a general education
classroom teacher, a parent of a special education student, and a student
teacher. Their responses gave insights into the concerns surrounding coteaching and what might make it more effective for student learning. All
three participants showed an openness to co-teaching and a willingness
to support it; however they did raise some questions and pointed out the
realities that may hinder the success of the learning center model.

Interview Insights
1) How qualified are the special education co-teachers and
where is the money coming from to pay for them?
School districts already have funding troubles and cannot
afford to pay for substitute teachers, yet they are hoping to hire multiple
fully-credentialed co-teachers.
General education teachers are
Caption describing
reluctant to volunteer
for co-teaching
picture
or graphic. because they doubt the district
will be able to provide the promised support. They are cautious
because working with an underqualified co-teacher will be more work
for them and detrimental to the students. General education teachers
in this position would be responsible for meeting the needs of the
special education students without the training and without the
personnel to assist them.

2) How will students react? How will co-teaching

affect social and emotional learning?
With both populations of students in one
classroom, there will be little privacy for differentiated
instruction. Students will observe who is grouped with
who and when they are gathered at the back of the
room. This may stigmatize special education students
more and may draw unwanted attention to their
group. Without explicit social instruction, all students
may be left without the tools to appropriately and
respectfully interact.

3) How can the special and general education

teachers collaborate to best support all
students in their inclusive classroom?
Planning and clear communication will be
essential to co-teaching, and teachers are hoping
for dedicated time to collaborate with their coteachers and further define each of their roles in the
classroom. Depending on how they approach coteaching, one could be teaching and the other
observing; they can each teach different content at
stations. They could each teach parallel lessons to
half the class or one could teach an alternative
lesson to a small group while the other manages the
large group. Teaming would allow both to deliver
instruction, while yet another option would have
one teaching and the other assisting (CoTeaching, (2013).
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July 2014 UCSD M.Ed. Kylie Yano kjyano@gmail.com

Pros and Cons of Co-teaching

Full support of co-teaching in the inclusive classroom seems dependent on many factors and the
interview data suggest that there is still uncertainty about this model. Some may not be fully convinced that
inclusion is the correct model for the classroom, yet districts are pushing for special education students with
mild to moderate needs to be integrated into general education. Co-teaching may be a trial-and-error
balancing act until both teachers are comfortable with their roles and until inclusion is embraced by all parties.

I would sign up to co-teach because I believe in the ideals of it, but a part of me would be scared to do it.
~Student teacher

Positives

Negatives

There are two teachers in the

classroom. The more help, the
better for behavior management
and content instruction.

General education teachers may

feel exposed and afraid their
weaknesses will be highlighted by
other professionals.

Students can participate in

cooperative learning and build a
community with other students.

Students can still be segregated,

and it is more obvious if they stay
in the classroom for others to see.

The push-in support comes to the

class and students are no longer
pulled out.

Districts may only provide special

education
aides
and
not
credentialed
mild/moderate
education specialists.

General education teachers can

see what their special education
students are working on.

Co-teaching is voluntary and

depends greatly on general
education teachers willingness.

Planning time is often lacking

which can lead to inconsistent
instruction.

Time is dedicated to working with

smaller groups and attending
more
closely
to
individual
students.

It worked for some

students; didnt work for
others. It depends on
the kids, and it always
will.
~ 5th grade teacher

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July 2014 UCSD M.Ed. Kylie Yano kjyano@gmail.com

Implications
It would be awesome
to have someone else
helping me; it would be
exciting plan and the
time would be totally
worth it, if theyre
consistent.
~5th grade general
education teacher

Sympathetic peer
interactions should be
encouraged to anchor
special education
students.
~Mother of sons
with autism

The three individuals interviewed presented some factors that would make them
more comfortable with and confident in the idea.
1) Consistent support General education teachers should be supported
with a consistent co-teacher, present to guarantee that special
education students receive all the services they qualify for and deserve.
The focus is on the kids and if districts cannot provide for full time,
credentialed co-teachers, co-teaching may not make a difference.
2) Sympathetic peer relationships Often students with special needs feel
lost and will benefit from a faithful friend with gentle guidance. It is
important for special needs students to find a naturally-developing, not
parent-requested peer-parallel who can be sensitive and redirect, to not
take advantage but to give reminders.
3) Freedom to choose co-teacher Because clear communication and
teamwork are required when co-teaching, teachers want to work with
someone they can trust and collaborate well with. Time prior to teaching
to foster a friendship and develop a unified plan are important to
determining compatibility and willingness to follow through.

Recommendations
Are teachers assigned who
they co-teach with? Do
they have a choice?
Because it matters.
~Student teacher

These implications are areas for future research, to study consistent coteacher support, sympathetic peer relationships, and freedom of choice in
relation to co-teaching effectiveness. Effectiveness could then be investigated
in terms of student learning social, emotional and academic and teacher
attitudes toward co-teaching. Those interviewed have a stake in this co- model
of an inclusive classroom, and they gave valuable insight pointing to possible
changes to increase their endorsement of co-teaching success. Perhaps
following their heart and their suggestions might make co-teaching in the
inclusive classroom more effective.

References
Boyle, C. A., Boulet, S., Schieve, L. A., Cohen, R. A., Blumberg, S. J., Yeargin-Allsopp, M., Kogan, M. D. (2011). Trends
in the prevalence of developmental disabilities in US children, 19972008. Pediatrics, doi:10.1542/peds.20102989
Co-teaching How to Guide. (2013). Retrieved July 7, 2014, from
http://sped.lausd.net/sites/sped.lausd.net/files/doc/InstructionalSupport/CoTeaching_accessible%20final%20
Texas.pdf
Learning centers and the resource specialist program. (2013). Retrieved July 7, 2014, from
http://sped.lausd.net/instruction/learning-centers-and-resource-specialist-program
Loiacono, V., & Valenti, V. (2010). General education teachers need to be prepared to co-teach the increasing
number of children with autism in inclusive settings. International Journal of Special Education, 25(3), 24-32.
Pugach, M. C., & Winn, J. A. (2011). Research on co-teaching and teaming: An untapped resource for induction.
Journal of Special Education Leadership, 24(1), 36-46.
Rice, N., Drame, E., Owens, L., & Frattura, E. M. (2007). Co-instructing at the secondary level: Strategies for success.
TEACHING Exceptional Children, 39(6), 12-18.
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