The Perceptions of Coteachers About Their Roles and Responsibilities in Middle School Classrooms

• In Event: Poster Session 5
  In Poster Session: Examining Teacher Research and Classroom Practice

Abstract

In response, in part, to legislative demands placed on schools to increase inclusive classroom placements for students with disabilities, school districts have turned to co-teaching models. Co-teaching is a structure in which a special education teacher is paired with a general education teacher in the same classroom. Co-teaching structures are used to promoting least restrictive environment placements into inclusive general education classrooms for students with disabilities. Drawing on interview data from middle-school teachers engaged in co-teaching, this paper explores the understandings about roles and responsibilities that general education and special education teachers bring to co-teaching. Findings suggest that role ambiguity and differing perceptions of roles and responsibilities exists that can have negative influences on the effectiveness of co-teaching structures.

Authors

• Darrell S. Carson, Seton Hall University/ Jersey City School District

• Christopher H. Tienken, Seton Hall University

• Rebecca D. Cox, Simon Fraser University