Impact of Co-Teaching on General Educator Self-Reported Knowledge and Use of Inclusive Practices for Students with Emotional and Behavioral Disabilities: A Pilot Investigation

Autor/inn/en	McKenna, John W.; Newton, Xiaoxia; Brigham, Frederick
Titel	Impact of Co-Teaching on General Educator Self-Reported Knowledge and Use of Inclusive Practices for Students with Emotional and Behavioral Disabilities: A Pilot Investigation
Quelle	In: Psychology in the Schools, 60 (2023) 8, S.2782-2794 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKenna, John W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22890
Schlagwörter	Students with Disabilities; Emotional Disturbances; Behavior Disorders; Inclusion; Regular and Special Education Relationship; Team Teaching; Special Education Teachers; Teacher Collaboration; Teaching Methods + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Inklusion; Teamteaching; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This pilot study examined the self-reported knowledge and implementation of recommended practices for supporting students with emotional and/or behavioral disorders (EBDs) in general education classrooms. Participants were general educators who had either limited experience in co-teaching with a special educator or general educators with more consistent experience co-teaching with a special educator. General educators with frequent opportunities to co-teach with a special educator reported significantly higher levels of knowledge of classroom management and differentiation procedures. Additionally, general educators with more frequent opportunities to co-teach with a special educator reported significantly higher levels of use of classroom management practices. Based on these results, we suggest that in the absence of adequate direct support from special education professionals, students with EBD who are placed in general education settings may be denied adequate and appropriate educational opportunities. However, this hypothesis requires further investigation utilizing methods such as systematic observation. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01