A Study that Analyzes General Education and Special Education Teachers' Perceptions of Preparedness to Use a Co-Teaching Model
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Brianna Cepparulo
College:
College of Education
Major:
Special Education Learning and Behavioral Disabilities
Faculty Research Advisor(s):
Janet Fike
Abstract:
The purpose of this study is to analyze general education and special education elementary teachers’ perspectives on the co-teaching model and the training opportunities they have received. The study will also gather information about which co-teaching model is used most by the teachers and if they believe the models are effective in the inclusion classroom. The survey consists of questions about the teacher’s use of the co-teaching model, the professional development opportunities, the time to plan, and the strategies given to teach in the inclusion classroom. The twenty-question Google Form survey was sent to twenty-five general education and special education teachers who teach grades first through fifth. The teachers work in the Cranford School District. The researcher hypothesized that special education and general education teachers have experienced using the co-teaching model but may lack the proper strategies to use the models effectively in the classroom. The researcher also hypothesized that the teachers may need additional professional development and planning time to use the co-teaching models successfully.