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Creating and sustaining a special education/general education partnership: a story of change and uncertainty
ARTICLE

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TATE Volume 19, Number 2, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Calls for special education reforms in the USA have prompted widespread implementation of cooperative teaching models where general and special educators teach students with and without disabilities in inclusive classrooms. The researcher and participants in this study examined a cooperative teaching situation to determine its development, benefits for teachers and students, and external forces that influenced implementation. Interview, observational and archival data were collected. Results revealed instructional changes for teachers and improved outcomes for students. However, the authors concluded that while teacher characteristics, discourse, and actions contributed to the success of the relationship, external factors were of equal importance. They argue that research on cooperative teaching and other delivery systems must begin to focus on instructional efficacy and model sustainment.

Citation

Trent, S.C., Driver, B.L., Wood, M.H., Parrott, P.S., Martin, T.F. & Smith, W.G. (2003). Creating and sustaining a special education/general education partnership: a story of change and uncertainty. Teaching and Teacher Education: An International Journal of Research and Studies, 19(2), 203-219. Elsevier Ltd. Retrieved May 23, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0742-051X(02)00104-X

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