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ERIC Number: ED545782
Record Type: Non-Journal
Publication Date: 2012
Pages: 213
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-8451-2
Teacher Perceptions about Academic Achievement of Students with Special Needs in Coteaching Environments
Smith, Belinda L.
ProQuest LLC, Ed.D. Dissertation, Walden University
The No Child Left Behind Act has put renewed focus on placing high school students with special needs in their least restrictive environment. Coteaching classrooms have become the most common method of meeting this legislative requirement. However, there is little research on the use of coteaching as an appropriate academic placement for students with special needs. The purpose of this qualitative study was to examine the impact of the coteaching environment at a southeastern metropolitan area urban high school on students' academic achievement through teachers' perceptions. Within the conceptual framework of the social constructionist theory, an evaluative case study with a stratified purposeful sampling of 36 non-paired general education and special education teachers was employed. Data were gathered by way of semistructured interviews, teacher surveys, and archival data focused on teachers' perceptions of how the coteaching environment and specific academic coteaching strategies are meeting the academic needs of students with special needs. An interpretative analysis design was used to investigate the interview transcripts for concurring and discrepant views of teachers. A descriptive, statistical analysis was completed with the survey results and archival data. Teachers perceived that the coteaching environment can meet the academic needs of most students with special needs at the high school level if students' academic placements within the cotaught environment are appropriate. The findings of this study may contribute to positive social change by affording an improved understanding of the need to establish specific academic and behavioral criteria for students prior to their placement within cotaught classes and possible improved academic achievement, as a result. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A