High School Teachers’ Perspectives on Co-Teaching Challenges: Considerations for Administrators

• In Event: Leadership Strategies to Support Improved Instruction

Abstract

Most students needing special education services (64%) spend approximately 80% of their time in regular education classes. Literature suggests that most co-teaching relationships (general and special education) are not successful due to several factors. The purpose of this study was to explore the challenges related to co-taught classes. Twenty-nine teachers from an urban, public high school, in the Midwest participated in the one-time anonymous survey. The results from this study suggest that most teachers believe that co-teaching is an effective way to provide special education services to students with special education needs. However, 59% of teachers reported that they have not received expectations of their role in co-taught classes. Participants cited lack of common planning time as the most prominent challenge that hinders successful co-teaching (70%). The lack of content knowledge, perspectives and attitudes of collaborators, and the lack of access to adequate resources/training wrapped up the four top challenges.

Authors

• Jane M Leatherman, Purdue University Fort Wayne

• Sierra G. Miranada, PFW and Fort Wayne Community Schools