Co-Teaching Models in Inclusive Classroom Settings

Co-Teaching Models in Inclusive Classroom Settings

The purpose of this study was to take a closer look at the models of co-teaching used in an inclusive classroom as well as the process of their implementation. Initially, research was gathered by analyzing data from different studies of what models were most effective in instruction and why. The information gathered was collected through weekly observations that were written for ten weeks throughout the course of my student teaching field experience in a fourth grade classroom in the Hopewell Valley Regional School District. An interview was also conducted with my cooperating teacher, Rachel Fleisher, who has been teaching for almost ten years at Hopewell Elementary School and prefers teaching in a co-taught classroom. Upon collecting all of this information, I developed a written reflection that compares and contrasts findings from my research versus my own personal experiences. Further research should address the differences between models being chosen pertaining to different grades and different goals addressed on students’ Individualized Education Plans.

Almodovar, Melody

Teaching teams,
Educators' attitudes,
Inclusion,
Special education

Rider University

DiYanni, Cara,
Pearcy, Mark

Baccalaureate Honors Program

Adobe Acrobat PDF

English

Capstone