Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Jerita Whaley

Abstract

Georgia’s College and Career Ready Performance Index for 2014-2016 showed that students with disabilities (SwD) did not meet performance targets when taught in co-taught inclusion classrooms with both general education teachers (GET) and special education teachers (SET) in the classrooms. The purpose of this study was to determine the differences in teacher opinions of co-taught inclusion classrooms and their ability to teach SwD between GET and SET. The theoretical basis for this study was Johnson and Johnson’s cooperative learning theory. A sample of 88 elementary, middle, and high school teachers completed the Opinions Relative to Integration of Students with Disabilities scale. A 2-tailed independent t test was used to compare the total scores and subscale scores between GET and SET. Results did not show a significant difference for the overall scale as well as the three subscales benefits of integration, inclusive classroom management, and using the coteaching model to promote the academic growth of SwD. However, the opinion of teachers differed significantly (p = 0.02) in terms of being able to teach SwD adequately with SET (M = 6.21) scoring themselves significantly lower than GET (M = 8.43). This study could possibly influence positive social change by providing an overall understanding of how teachers reflect on their ability to teach SwD and the need to better support SET who feel less confident. The results provide school district personnel with an understanding of their teachers’ opinions of the coteaching model and the need for additional support which might lead to a more effective inclusion program for all students.

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