Dissertation/ Thesis
An Examination of Middle School and High School Special Education Students in Inclusion Classrooms Employing Co-Teaching Model
| العنوان: | An Examination of Middle School and High School Special Education Students in Inclusion Classrooms Employing Co-Teaching Model |
|---|---|
| اللغة: | English |
| المؤلفون: | Antwaunette Jones-Taylor |
| المصدر: | ProQuest LLC. 2024Ed.D. Dissertation, Mississippi State University. |
| الاتاحة: | 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 |
| Peer Reviewed: | N |
| Page Count: | 73 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Junior High Schools Middle Schools Secondary Education High Schools |
| Descriptors: | Special Education, Middle School Students, High School Students, Students with Disabilities, Inclusion, Mainstreaming, Team Teaching, Teaching Methods, Educational Legislation, Equal Education, Federal Legislation, Regular and Special Education Relationship, Academic Achievement, Language Arts, English Instruction, Mathematics Instruction, Secondary School Mathematics, Middle School Mathematics, Federal Programs, Low Income, Instructional Effectiveness |
| مصطلحات جغرافية: | Mississippi |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act |
| تدمد: | 3827-7271 |
| ردمك: | 979-83-8277-271-4 |
| مستخلص: | The Individuals with Disabilities Education Act mandates that all school districts provide a free appropriate public education to students with Individualized Education Plans in their least restrictive environment. Co-teaching in inclusion classrooms is a collaborative effort, with a general education teacher and a special education teacher, to provide academic and behavioral support to students with disabilities with their non-disabled peers. A review of the literature identified several studies conducted over the years that document the effects of employing co-teaching models in inclusion classrooms for middle school special education students and high school special education students. The purpose of this qualitative study was to examine the academic achievement of middle school special education students and high school special education students in inclusion classrooms using the co-teaching model. Data collection consisted of classroom observations of English Language Arts and Mathematics co-taught classrooms, teacher surveys, and teacher interviews from a Title I school located in Mississippi. The action research that was conducted in this study will provide the school district with information about the future of how to educate middle school students and high school students in co-taught classrooms. The research results revealed that co-teaching in inclusion classrooms for middle school students with disabilities and high school students with disabilities is pertinent to the academic success of these students. Moreover, the results showed that the majority of participants perceive co-teaching in inclusion classrooms as a benefit to students with Individualized Education Plans as noted by the students' academic gains on universal screeners, during progress monitoring, in English Language Arts and Mathematics. [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.] |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| URL الوصول: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:31147940 |
| رقم الانضمام: | ED653385 |
| قاعدة البيانات: | ERIC |
| ردمك: | 979-83-8277-271-4 |
|---|---|
| تدمد: | 3827-7271 |