Co-Teaching Perspectives From Middle School Mathematics Students and Their Co-Teachers

• In Event: Mathematics in Special Education

Abstract

Data from co-teachers and students in a co-taught mathematics middle school class were gathered to determine factors influencing students’ sense of belongingness, self-efficacy, and perceptions of co-teaching experiences. Though some results matched other researchers’ findings that special educators are less frequently the lead teacher, our results indicated students valued the support received from both co-teachers. Students believed the special educator provided a valid and valuable role in providing help to all students, and students with and without disabilities reported high levels of school belongingness and self-efficacy. Implications for researchers and co-teachers include examining how supportive co-teaching can be transformed to maximize instructional experiences for all students, and how positive co-teacher relationships translate to students’ sense of belonging and increased self-efficacy.

Authors

• Peggy King-Sears, George Mason University

• Vasilis Strogilos, University of Southampton