Are Two Teachers Better than One? The Effect of Co-Teaching on Students with and without Disabilities

Autor/inn/en	Jones, Nathan; Winters, Marcus A.
Titel	Are Two Teachers Better than One? The Effect of Co-Teaching on Students with and without Disabilities
Quelle	In: Education Next, 23 (2023) 1, S.54-59 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Special Education; Students with Disabilities; Team Teaching; Instructional Effectiveness; Inclusion; Special Education Teachers; Regular and Special Education Relationship; Scores; Academic Achievement; Control Groups; Achievement Gains; Massachusetts + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teamteaching; Unterrichtserfolg; Inklusion; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Schulleistung; Achievement gain; Leistungssteigerung; Master-Studiengang
Abstract	Special education law has mandated that students with disabilities be served in the "least restrictive environment" possible. This often takes the form of an inclusive classroom, or a general education classroom where students with disabilities learn alongside their non-disabled peers. In some cases, inclusive classrooms are co-taught by a general education teacher and a special education teacher who share planning and instructional responsibilities. The logic behind co-teaching is intuitively appealing. Co-teaching reduces the student-teacher ratio, and the presence of two educators, each with distinctive expertise, should make it easier to connect students at a range of abilities to grade-level content. In this article, the authors examine a decade of test scores for students in Massachusetts, where co-teaching has experienced rapid growth, and find positive effects on academic achievement for students with and without disabilities in the years they are enrolled in co-taught classes. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01