Collaborative Teaching: Exploring the Impact of Co-Teaching Practices on the Numeracy Attainment of Pupils with and without Special Educational Needs

Autor/inn/en	Lehane, Paula; Senior, Joyce
Titel	Collaborative Teaching: Exploring the Impact of Co-Teaching Practices on the Numeracy Attainment of Pupils with and without Special Educational Needs
Quelle	In: European Journal of Special Needs Education, 35 (2020) 3, S.303-317 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2019.1652439
Schlagwörter	Team Teaching; Teacher Collaboration; Numeracy; Mathematics Achievement; Inclusion; Students with Disabilities; Regular and Special Education Relationship; Instructional Effectiveness; Elementary School Students; Scores; Standardized Tests; Foreign Countries; Mainstreaming; Children; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Teamteaching; Lehrerkooperation; Rechenkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Unterrichtserfolg; Standadised tests; Standardisierter Test; Ausland; Child; Kind; Kinder
Abstract	Education specialists are strongly advocating the use of collaborative teaching (co-teaching) approaches to facilitate the inclusion of pupils with Special Educational Needs (SEN) in mainstream settings. The current study analysed the impact of co-teaching on the numeracy attainment of students in two, mixed-gender Irish primary classes (N = 45; 4th Class: 9-10 years old) where there was a high incidence of SEN (e.g. autism, specific learning difficulties etc.,). After participating in co-taught numeracy classes for seven months, a standardised Mathematics test was administered. These scores were compared to the pupils' scores from the previous year when co-teaching was not the primary mode of instruction. A significant increase in pupils' overall standardised test scores was noted (p = 0.002). Scores for pupils with SEN in relation to numeracy (n = 12) also experienced a significant increase (p = 0.032) as did the scores for pupils without SEN (n = 30; p = 0.23). Based on these preliminary results, co-teaching appears to be an effective mode of instruction for meeting the needs of pupils with, and without, SEN in mainstream settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01