Co-teaching as an effective approach to improving student results
Potter, Sherry R.
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The purpose of this study was to determine if special needs students with IEP’s performed significantly higher on a district-wide assessment when receiving instruction in a co-taught setting which contained two certified teachers than those special needs students with IEP’s receiving direct instruction in a segregated setting with one certified special education teacher. The study was intended to investigate whether the educational setting (segregated versus inclusive) had a direct impact on the attainment of reading skills by students with mild disabilities. The instrument selected to assess reading skills of the participants was the Developmental Reading Assessment, 2nd edition (DRA2) (Beaver and Carter, 2009). The data indicated there was insufficient evidence to suggest students with mild disabilities in a co-taught setting performed significantly better in total reading proficiency measures than students with mild disabilities instructed in a segregated setting.