A Systematized Review of Co-Teaching Efficacy in Enhancing Inclusive Education for Students with Disability

Autor/inn/en	Iacono, Teresa; Landry, Oriane; Garcia-Melgar, Ana; Spong, Jo; Hyett, Nerida; Bagley, Kerryn; McKinstry, Carol
Titel	A Systematized Review of Co-Teaching Efficacy in Enhancing Inclusive Education for Students with Disability
Quelle	In: International Journal of Inclusive Education, 27 (2023) 13, S.1454-1468 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iacono, Teresa) ORCID (Landry, Oriane) ORCID (Garcia-Melgar, Ana) ORCID (Spong, Jo) ORCID (Hyett, Nerida) ORCID (Bagley, Kerryn) ORCID (McKinstry, Carol)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2021.1900423
Schlagwörter	Literature Reviews; Team Teaching; Instructional Effectiveness; Inclusion; Students with Disabilities; Special Education; Outcomes of Education + Suchen Sie Ihr Suchwort? Teamteaching; Unterrichtserfolg; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernleistung; Schulerfolg
Abstract	The study aim was to scope research into student outcomes of co-teaching models to promote inclusive school education for students with disability. A systematized search was conducted of studies addressing models of co-teaching involving two teachers and student outcomes published from January 2008 to June 2019. Each study was appraised for quality. Most of 21 studies that met inclusion criteria were conducted in the United States (n = 17). Fourteen studies followed quantitative approaches, six followed qualitative and one included both. Although the benefits of co-teaching for students were demonstrated, it was difficult to determine comparative effectiveness across models, with only one study providing a systematic comparison. There was some evidence of differential effects across factors such as disability type, grade level, and outcome types, but heterogeneity across study aims, participants characteristics, extent to which co-teaching models were described or implemented, and outcomes targeted precluded meaningful comparisons. Limitations were found in study designs, with appraisal scores ranging from 0.6% to 89%. Hence, the research into student outcomes for various models of co-teaching was found to be limited both in number and quality. Findings point to the need for greater attention to what occurs in classrooms to support positive student outcomes of inclusive education through co-teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01