ERIC Number: ED447140
Record Type: RIE
Publication Date: 2000-Nov-17
Team Teaching: Integration of Inclusion and Regular Students.
Key, Dana Lynn
This study described the experiences of five interns and their cooperating teachers during internships in high school language arts classrooms that included diverse students and used team teaching. The study investigated participants' perceptions and experiences in this type of classroom versus previous experiences in inclusive classrooms without special educators present. Data from interviews, field notes, journals, and document analysis indicated that interns were positive about their team teachers but felt they were at a disadvantage by not having previous experience in similar teaching situations. They were pleased that teachers collaborated to ensure success for all students and that there was time allotted to planning for instruction, implementation, and assessment of special education students. They found that teachers could integrate the content and skills necessary for successful achievement levels. They felt that students' self-efficacy was empowered by having two teachers' attention in class. Interns and teachers held constant high expectations for all students. All but one of the interns believed that both teachers and students benefited from the team approach, with special educators supporting all students. All voiced a need for additional coursework in student diversity and in classroom management for regular and special education students. (Contains 15 references.) (SM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Bowling Green, KY, November 15-17, 2000).