Critical Look At The Contributions Of A Special Educator In Co-teaching Settings In A us Secondary School: A Case-study
DOI:
https://doi.org/10.52634/mier/2016/v6/i1/1461Keywords:
Inclusion, Collaboration, Co-teaching, Secondary School, Special Educator.Abstract
Co-teaching occurs between two or more professionals who are actively involved in providing substantive instruction in a shared physical space to a diverse student population in inclusive settings. It is often compared to "professional marriage." Research has established various benefits o f co-teaching for children with and without disabilities, both socially and academically. In addition, co-teaching provides opportunities for general and special educators to collaborate and learn from each other's expertise. However, most o f the time special education teachers adopt a supportive role in co-teaching rather than one of equal professional status, thus highlighting the limited contributions of special educators in the instructional partnership. The focus o f the study was on the contributions and the roles of the special education teachers in co-teaching in content areas. Data sources were interviews; observations; artefacts and field notes. The characteristic of this high performing team, and the way their relationship evolved confirmed many o f factors that have been identified as contributing to successful co-teaching. The special education teacher contributed both in planning and in teaching biology; in addition to a supportive role, he also took a lead role in teaching, thus; providing meaningful learning experiences to both students with and without disabilities.
Downloads
Metrics
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Bharti Tandon
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.