Co-Teaching Perspectives from Middle School Algebra Co-Teachers and Their Students with and without Disabilities

Autor/inn/en	King-Sears, Margaret E.; Jenkins, Melissa C.; Brawand, Anne
Titel	Co-Teaching Perspectives from Middle School Algebra Co-Teachers and Their Students with and without Disabilities
Quelle	In: International Journal of Inclusive Education, 24 (2020) 4, S.427-442 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1465134
Schlagwörter	Team Teaching; Inclusion; Students with Disabilities; Regular and Special Education Relationship; Middle School Teachers; Middle School Students; Special Education Teachers; Student Attitudes; Teacher Role + Suchen Sie Ihr Suchwort? Teamteaching; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Schülerverhalten; Lehrerrolle
Abstract	This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most students responded that the special educator or both educators provided support via explanations and help; few students responded that the general educator was the only person who explained things in different ways. Perspectives from the students provide an increased understanding of the importance of the special educator in a valued supportive role versus a subordinate role in this co-taught classroom. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01