Date Approved

5-17-2004

Embargo Period

4-20-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Crites, Steven

Subject(s)

Inclusive education--New Jersey; Teaching teams--New Jersey

Disciplines

Special Education and Teaching

Abstract

Laws such as The Individuals with Disabilities Act (IDEA) (1990/1997) and No Child Left Behind (2001) have emphasized a need to serve students with disabilities in the general education setting. This inclusion has prompted several models of collaborative instruction. This study investigates the current state of practice from the perspective of Co-teaching partners (general and special education teachers) and their administrators in one New Jersey School District. The foci are on perceptions of current experience, recommended collaborative practices, teacher preparation for co-teaching and administrator effectiveness of the collaborative teaching classroom. 114 teachers and 23 administrators from a mid-sized New Jersey School District were invited to participate. Based on the most significant findings of the study, a conclusion was derived that differs from the current literature. The results of this study showed a consensus between both general and special educators that the roles in a collaborative teaching partnership are a shared responsibility.

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