For much of the past twenty-five years, inclusive education has been at the forefront of education research and practice. Federal legislation requires that students with disabilities be given access to the same general education curriculum as their non-disabled peers. Co-teaching, which involves the collaboration of general and special educators to meet the needs of all students in inclusive classrooms, has emerged as a common practice in recent years. Despite a significant amount of research and its growing popularity, successful co-teaching remains largely elusive. This study examines the experiences of one team of co-teachers in a middle school math class using a critical theoretical framework and methodology unlike others used in prior research. This unique perspective provides insight into some of the challenges that have not been identified or acknowledged before. Even with outward appearances of success, critical analysis reveals a less than ideal situation in regard to effective inclusion.
|Presenter:||Jennifer Ashton (Faculty)|
|Topic:||Education and Human Development|
|Time:||3:45 pm Session V|