Perceived Factors Limiting the Instructional Role of Middle School Special Education Coteachers: A Case Study

Autor/in	Leonce Polius, Ora A.
Titel	Perceived Factors Limiting the Instructional Role of Middle School Special Education Coteachers: A Case Study
Quelle	(2016), (194 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3398-6506-5
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Special Education Teachers; Middle School Teachers; Team Teaching; Cooperating Teachers; Disabilities; Regular and Special Education Relationship; Teacher Role; Teacher Effectiveness; Teacher Attitudes; Suburban Schools; Middle Schools + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Teamteaching; Co-operation; Cooperation; Kooperation; Handicap; Behinderung; Lehrerrolle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerverhalten; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule
Abstract	Coteaching is an inclusive practice used to provide students with disabilities the opportunity to learn alongside their peers in the general education classrooms. Two certified teachers (general education and special education) deliver substantive instruction to a heterogeneous group of students in the cotaught classroom. However, there were numerous nuances and intricacies to effective coteaching. Too often, the general education coteachers take on the role of lead instructors, while the special educators serve in more supportive roles, such as teacher's aide, assistant, or helper. This subjugation of special educators' roles is particularly problematic because it is not an optimal use of the special educator's knowledge, skills, abilities, or expertise, nor does the subordinate roles of special educators result in adequate learning gains for students with disabilities. The purpose of this qualitative case study was to understand the perspectives of coteachers regarding the factors perceived to limit the instructional roles of special education coteachers at one suburban middle school. A descriptive case study methodology was selected as the best qualitative approach for gathering insider or emic perspectives of the study participants. Five general and five special education coteachers (10 individuals) were interviewed and direct classroom observations were conducted of each coteaching pair. Recurring themes during the data analysis process indicated three major factors were perceived to limit the instructional roles of the middle school special education coteachers: (a) lack of common planning, (b) lack of content knowledge, and (c) involvement in noninstructional tasks and or responsibilities. While the findings of this research study cannot be generalized, the results of this study have important implications for preservice and in-service general and special education coteachers. Further research with a larger sample size is needed. Understanding the factors perceived to limit the instructional roles of elementary and high school special education coteachers could potentially improve the coteaching practices of coteachers nationwide. More research is needed to better understand the extent to which ongoing professional development opportunities improved the coteaching practices of general and special education coteachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01