Collaborative Teaching: A Delivery Model to Increase Responsiveness to the Needs of all Learners Through Academic and Social Inclusion

Publication Year:
2014
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Repository URL:
https://scholar.dominican.edu/masters-theses/129
Author(s):
Reilly, Dayna
Tags:
elementary education; special education; collaborative teaching; students with disabilities; academic inclusion; social inclusion; social emotional development; inclusion model; Disability and Equity in Education; Educational Methods; Elementary Education and Teaching; Special Education and Teaching
thesis / dissertation description
Students with special needs often miss out on classroom curricula for specialized instruction. While these services are valued for educational benefits, this instruction method often has negative impacts on social-emotional development and targets students for their differing needs.Integrated collaborative teaching models include collaborative teaching among general and special educators in an inclusive environment. In this descriptive study, the author examined integrated collaborative teaching as a delivery model to increase responsiveness to the needs of all learners through academic and social inclusion.This study involved students with a wide range of disabilities from two different grade leveled collaborative classrooms, who were considered academically “at risk” and a sample of general education students who were considered on grade level or above. Each student was supported by an educational team, which included both the general and special educator.The effectiveness of this process was evaluated through behavioral observations, student reflections, and team interviews. Outcomes suggested that generally, each of the students with disabilities demonstrated increases in academic skills, engagement in classroom activities, social interactions with peers, student-initiated interactions and emotional growth. Outcomes suggested that each of the general education students demonstrated growth in sensitivity, empathy, acceptance of differences, increased cooperative learning, and social benefits. Outcomes suggested a reduction in stigma to students with disabilities. Outcomes suggested the co-teachers benefited from support, expertise of colleagues in specialized areas, and extended differentiated strategies.