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Inclusive-Minded Planning for Adept Co-Teaching (IMPACT): The IMPACT Model for Improving Co-Teacher Collaboration for the Inclusive Classroom

  • Author(s): Daniels, Brent Anthony
  • Advisor(s): Mintrop, Heinrich
  • et al.
Abstract

Co-teaching is a strategy that some schools use to narrow the disparity of achievement outcomes for students with disabilities. Co-teaching is broadly defined in the research as the pairing of a general education teacher and a special education teacher (or other specialist) who deliver instruction to a general education class, which includes students with disabilities, and the instruction is presented in a manner that flexibly and deliberately meets the learning needs of all students. In this study, grounded in design and action research, I investigated an intervention designed to help co-teacher partners engage in effective co-teaching. After experiencing the intervention, the co-teacher pairs (n = 2), an English and math team at the high school level, showed strong growth in their ability to engage in productive and efficient planning routines and demonstrated moderate growth in their capacity to use a variety of co-teaching methods in the classroom. Analysis of the findings suggests that the intervention worked to increase the ability of the teams to work together within the co-teacher framework to plan and use various co-teaching methods within the classroom. The study findings also indicate that, to enhance the effectiveness of the intervention, future iterations of the intervention need design principles that will foster the ability of the co-teaching teams to connect to the educational needs of all their students and to further learning and achievement for all students.

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