Teacher Perceptions of Factors that Contribute to Effective Co-Teaching

Authors

Presenter(s)

Morgan Hemler

Comments

3:00-4:15, Kennedy Union Ballroom

Files

Description

A majority of students with disabilities spend 80% of their school day in general education classrooms, reflecting a commitment to inclusive education reinforced by legal mandates like the IDEIA. Despite positive outcomes associated with co-taught classrooms, there remains variability in implementation, prompting further investigation into potential barriers to successful execution. This qualitative study explored teachers perceptions of factors that contribute to effective co-teaching, as well as how those perceptions contribute to model selection. Results suggest that factors such as collaboration, logistics and access to resources are important to consider when implementing co-teaching practices. Results also suggest that model selection is dependent on those factors being implemented. When implementing co-teaching within your school consider the pairing of co-teachers, and the logistics and resources your school has available. Effective co-teaching practices, including the factors presented in this study can increase the perceived success of students behaviorally and academically. Future research may consider students perceptions of factors that contribute to effective co-teaching.

Publication Date

4-23-2025

Project Designation

Graduate Research

Primary Advisor

Elana Renee Bernstein, Laura T. Miller

Primary Advisor's Department

Counselor Education

Keywords

Stander Symposium, School of Education and Health Sciences

Institutional Learning Goals

Community

Recommended Citation

"Teacher Perceptions of Factors that Contribute to Effective Co-Teaching" (2025). Stander Symposium Projects. 3947.
https://ecommons.udayton.edu/stander_posters/3947