M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
High school teachers--Attitudes; Inclusive education
Disability and Equity in Education
The purpose of this study was to determine which modifications, teaching roles, and responsibilities the regular and special education team teachers use to give support in inclusive secondary classrooms. The co-teachers were asked to make recommendations to improve inclusion program effectiveness. The information was collected through a questionnaire disseminated to seven regular educators and five special educators who team-teach in grades seven to twelve. The percentages of the teachers' responses were reported along with a list of teacher recommendations.
The first part of the questionnaire included a checklist of classroom modifications related to classroom organization, instructional methodology, assignment adaptations, testing modifications, and socialization adaptations. The majority of the team teachers use many modifications with the physical organization of the class, instruction, assignments, and testing. Very few inclusion staff utilize social adaptations at this secondary level. Part two of the survey found that the majority of the team teachers share classroom responsibilities such as determining materials, lesson planning, grading, and test development. The third survey section shows an equal use of the team teaching model and support instruction. The final section of the questionnaire asked for recommendations the respondents believed would improve the effectiveness of the inclusion program.
Krout, Bruce N., "A listing of modifications, models, and teaching roles utilized by inclusion teachers at a secondary school" (2000). Theses and Dissertations. 1701.