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Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement

Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement
Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement
This study examines whether the attitudes of co-teachers towards the efficacy of co-teaching for students with disabilities are related to their preferences towards the modifications of the curriculum, the participation of students with disabilities in mixed ability groups and the active involvement of mainstream education teachers in co-teaching students with disabilities. A survey questionnaire was used to explore 400 co-teachers' attitudes towards the efficacy of co-teaching. In general, the findings demonstrated that the attitudes of co-teachers towards specific activities and responsibilities are positively related to their attitudes towards the social participation, behaviour improvement and learning progress of students with disabilities.
0742-051X
218-229
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Stefanidis, Abraham
c49e0e4b-e1fb-43fe-b7e6-4c8ef3a97b25
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Stefanidis, Abraham
c49e0e4b-e1fb-43fe-b7e6-4c8ef3a97b25

Strogilos, Vasilis and Stefanidis, Abraham (2015) Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement. Teaching and Teacher Education, 47, 218-229. (doi:10.1016/j.tate.2015.01.008).

Record type: Article

Abstract

This study examines whether the attitudes of co-teachers towards the efficacy of co-teaching for students with disabilities are related to their preferences towards the modifications of the curriculum, the participation of students with disabilities in mixed ability groups and the active involvement of mainstream education teachers in co-teaching students with disabilities. A survey questionnaire was used to explore 400 co-teachers' attitudes towards the efficacy of co-teaching. In general, the findings demonstrated that the attitudes of co-teachers towards specific activities and responsibilities are positively related to their attitudes towards the social participation, behaviour improvement and learning progress of students with disabilities.

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More information

Accepted/In Press date: 12 January 2015
e-pub ahead of print date: 30 January 2015
Published date: April 2015

Identifiers

Local EPrints ID: 417720
URI: http://eprints.soton.ac.uk/id/eprint/417720
ISSN: 0742-051X
PURE UUID: afe59cbd-bc00-4bda-bab0-ec2317d0dee2
ORCID for Vasilis Strogilos: ORCID iD orcid.org/0000-0003-1754-4306

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Date deposited: 12 Feb 2018 17:30
Last modified: 16 Mar 2024 04:36

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Author: Abraham Stefanidis

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