Date Approved

7-30-2019

Embargo Period

8-14-2019

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Third Advisor

Shuff, Midge

Subject(s)

Learning disabled children--Education; Teaching teams

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to investigate the effect of the station model of co-teaching on the academic achievement and attention, focus and engagement of students with learning disabilities, as well as, the students' satisfaction with this model. The study utilized an ABAB single subject design to look at one of the six models developed by Friend and Cook (2004) allowing educators to combine their expertise to meet the needs of students in an inclusive setting. The results reveal the station model of co-teaching to be beneficial for students with learning disabilities in the areas of academic achievement and engagement. The data collected and analyzed on the group show an increase in academic achievement from each baseline to intervention phase as well as from intervention to invention phase. The findings show by the second phase of intervention, student focus and attention occurred over 50% of the time for all students. Positive results were gathered from the student satisfaction survey for station teaching with most students agreeing with the statements relating to its benefits and implementation. Research into the station model for both students with learning disabilities and those without learning disabilities would be beneficial.

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