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ERIC Number: ED528093
Record Type: Non-Journal
Publication Date: 2011
Pages: 96
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1245-7590-2
ISSN: N/A
The Development of a Training Program for Secondary Level Educators on Co-Teaching
Fazel, Zoha
ProQuest LLC, Psy.D. Dissertation, Alliant International University, San Diego
The "Individuals with Disabilities Act," "No Child Left Behind Act," and "Individuals with Disabilities Education Improvement Act" call for educators to work together to teach special education students in an inclusive setting. In this regard, research supports the use of co-teaching by general and special education teachers in an inclusive classroom. Research also has demonstrated that, when teachers are trained and given the proper tools, they are better equipped and more successful as co-teachers. This doctoral project describes the development of an in-service training program on co-teaching. This in-service training program is designed for the introductory training portion of co-teaching programs at high schools. The training program was designed to educate general education teachers, special education teachers, and administrators about co-teaching and offers methods and tools to support the staff in their co-teaching endeavors. The elements of the training program include the purpose of the training, introduction to co-teaching, five models of co-teaching, roles and responsibilities of general and special education teachers, roles of administrators, strategies for effective co-teaching relationships, strategies for effective co-planning, starting the co-teaching process, and discussion of need for ongoing training. The methods used for evaluation include a review of the outline, handouts, and activities for the program by expert reviewers as well as field testing of the program by 28 general education and special education teachers as well as administrators at the high school level. In general, expert reviewers and field testers responded favorably toward the in-service presentation, activities, and handouts. Recommendations for improvement include providing this training program to new and veteran teachers, using a larger, more diverse sample, providing this training program at different grade levels, and having ongoing training sessions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001