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Teaching experiences of students with special educational needs in co-taught and non-co-taught classes

Teaching experiences of students with special educational needs in co-taught and non-co-taught classes
Teaching experiences of students with special educational needs in co-taught and non-co-taught classes
Co-teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co-teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non-co-taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co-teachers to compound their perceptions with our observations.

Observational results indicate that co-teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co-taught and non-co-taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co-teachers reported that co-teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co-teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co-teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.
1471-3802
24-33
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Avramidis, Elias
4367d2f4-f97c-4247-b913-19f11ef703de
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Avramidis, Elias
4367d2f4-f97c-4247-b913-19f11ef703de

Strogilos, Vasilis and Avramidis, Elias (2016) Teaching experiences of students with special educational needs in co-taught and non-co-taught classes. Journal of Research in Special Educational Needs, 16 (1), 24-33. (doi:10.1111/1471-3802.12052).

Record type: Article

Abstract

Co-teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co-teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual disability (ID) as compared with the experiences of the same students in non-co-taught classes. We implemented 264 structured observations in 22 classes to identify students with SEN grouping arrangements, level of engagement, interactions with teachers and peers, and the nature of the interactions. We also conducted 44 structured interviews with co-teachers to compound their perceptions with our observations.

Observational results indicate that co-teaching has a strong effect on students' with SEN level of engagement and on the nature of interactions. The grouping arrangements for these students and their interactions with teachers and peers were slightly different between co-taught and non-co-taught classes. More statistically significant differences were identified between the two conditions for students with ASD than for students with ID. Also, co-teachers reported that co-teaching had a positive effect on students with SEN in all researched variables. Our study concludes that co-teaching has some positive effect on the teaching experiences of students with SEN; nevertheless, there is still scope for improving the employment of co-teaching in Greek mainstream classrooms. Implications of these findings for current practice are discussed.

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More information

e-pub ahead of print date: 27 December 2013
Published date: 4 January 2016

Identifiers

Local EPrints ID: 417962
URI: https://eprints.soton.ac.uk/id/eprint/417962
ISSN: 1471-3802
PURE UUID: 241dfac0-8241-4ed0-ade9-be6743bc8c13
ORCID for Vasilis Strogilos: ORCID iD orcid.org/0000-0003-1754-4306

Catalogue record

Date deposited: 19 Feb 2018 17:31
Last modified: 10 Dec 2019 01:23

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Author: Vasilis Strogilos ORCID iD
Author: Elias Avramidis

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