Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education

Autor/inn/en	Friend, Marilyn; Cook, Lynne; Hurley-Chamberlain, DeAnna; Shamberger, Cynthia
Titel	Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education
Quelle	In: Journal of Educational & Psychological Consultation, 20 (2010) 1, S.9-27 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
Schlagwörter	Team Teaching; Regular and Special Education Relationship; Inclusive Schools; Teacher Role; Outcomes of Education; Educational Change; Professional Development; Teacher Education; Educational Research; Program Administration + Suchen Sie Ihr Suchwort? Teamteaching; Inclusive school; Integrative Schule; Lehrerrolle; Lernleistung; Schulerfolg; Bildungsreform; Lehrerausbildung; Lehrerbildung; Bildungsforschung; Pädagogische Forschung
Abstract	Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled. Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key outcomes, and far more literature exists describing co-teaching and offering advice about it than carefully studying it. Contributing to the admittedly equivocal evidence base for co-teaching are factors such as the still emerging understanding of this special education service delivery vehicle, inconsistencies in definitions and implementation, lack of professional preparation, and dilemmas related to situating co-teaching in a supportive, collaborative school culture. The future of co-teaching may be dependent on increasing the quantity and quality of research on it and placing co-teaching in the larger context of school reform and improvement. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10