Perspectives From High School Students With and Without Disabilities About Science Co-Teaching Experiences

• In Event: Poster Session 13
  In Poster Session: Special Education: Evidence-Based Practices

Abstract

High school students with and without disabilities in co-taught science classes completed surveys about how they perceived parity, responsibilities and roles, and the learning experiences from their special education and science co-teachers. Students also identified which co-teaching model they perceived was used the most. Responses from students with disabilities were separated from responses from students without disabilities for comparison. Quantitative results are shared, with emphasis on similarities and differences between students with and without disabilities. Implications for instruction and future research are provided.

Authors

• Shantha Smith, George Mason University

• Peggy King-Sears, George Mason University

• Anya S. Evmenova, George Mason University

• Pamela Hudson Baker, George Mason University