The perspectives of Colorado general and special education teachers on the barriers to co-teaching in the inclusive elementary school classroom

Apr 28 2022

Key Takeaway: Co-teaching has the demonstrated potential to positively impact the experiences and academic performance of students with disabilities in inclusive classrooms, yet numerous studies have demonstrated that without sufficient training, planning time, or instructional feedback, the potential gains are not consistently realized in practice. —Erin Madonna

What Was Shared: The purpose of Yazeed Alnasser’s study was to draw out general and special education teacher’s thoughts around co-teaching in inclusive classrooms, allowing for the identification of perceived barriers to effective co-teaching. Four co-teaching pairs, eight teachers in total, were observed and interviewed at a public elementary school in Colorado, USA. The study centered three questions:

  1. “How is co-teaching implemented in an inclusive elementary school classroom in Colorado?
  2. How do co-teachers justify their preferences regarding the models of co-teaching they utilise?
  3. How do co-teachers perceive the barriers that exist in the co-teaching environment of the inclusive classroom?”

Alnassar provides a thorough literature review that elucidates the following understandings:

Research Question (1): Three themes were drawn out of the observation data:

Research Question (2): One primary theme arose from one-to-one interviews with the teachers:

Research Question (3): Four themes addressing barriers arose from one-to-one interviews with the teachers:

Alnasser discusses the following points and suggests actions that may improve the efficacy of co-teaching in inclusive classrooms:

Co-teaching has the potential to be a transformative practice in inclusive classrooms if quality professional development and adequate planning time are provided, if administration engages in regular feedback cycles with their staff, and if the relationship between general education and special education teachers is collaborative and mutually respectful.

Summarized Article:

Alnasser, Y. A. (2021). The perspectives of Colorado general and special education teachers on the barriers to co-teaching in the inclusive elementary school classroom. Education 3-13, 49(6), 716–729. https://doi.org/10.1080/03004279.2020.1776363

Summary by: Erin Madonna—Erin philosophically aligns with the MARIO Framework’s deeply rooted conviction that all learners are capable, and she firmly believes in MARIO’s commitment to the use of evidence-based practices drawn from the field of current multidisciplinary research.

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