Barriers to the Implementation of Specialized Reading Instruction in Secondary Co-Taught Classrooms: An Exploratory Study

Autor/inn/en	King-Sears, Margaret E.; Stefanidis, Abraham; Brawand, Anne
Titel	Barriers to the Implementation of Specialized Reading Instruction in Secondary Co-Taught Classrooms: An Exploratory Study
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 4, S.434-452 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King-Sears, Margaret E.) ORCID (Stefanidis, Abraham) ORCID (Brawand, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1627311
Schlagwörter	Barriers; Program Implementation; Special Education; Reading Instruction; Individualized Education Programs; Secondary Education; Team Teaching; Learning Disabilities; Regular and Special Education Relationship; Students with Disabilities; Secondary School Students; Cooperative Planning; Teacher Attitudes; Special Education Teachers + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Leseunterricht; Individualized education program; Individualisierendes Lernen; Sekundarbereich; Teamteaching; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sekundarschüler; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende
Abstract	This exploratory research underscores Bandura's social learning theory on collective agency to investigate co-teaching partners' collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators' perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01