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ERIC Number: ED569024
Record Type: Non-Journal
Publication Date: 2014
Pages: 210
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-7975-3
Collaborative Instruction and the Academic Performance of Students with Disabilities
McDonald, Elaine
ProQuest LLC, Ed.D. Dissertation, Walden University
Federal legislations require that students with disabilities be included as full participants in the general education curriculum. Many of these students enter the high school collaborative instruction classroom with different levels of competence, yet are held to the same standards and expectations as nondisabled peers. Using purposeful sampling technique and guided by Vygotsky's sociocultural theory, the current study examined the perspectives of 10 general and special education inclusion teachers at a South Atlantic State suburban high school. The school, one of the largest in the district, catered to the needs of 3,005 culturally diverse students in Grades 9 through 12. The research questions guided an exploration of general and special education teachers' perspectives about collaborative teaching in the high school inclusive classroom, the effects of collaborative teaching on the academic performance of students with disabilities, and collaborative pedagogical strategies that general and special education teachers consider to be most effective in the inclusion classroom. The data for this qualitative case study were generated through formal analysis of themes emerging from data collected through observations, interviews, and documents. The findings revealed that teachers had positive views about collaborative instructions and the academic performance of students with disabilities. The findings also indicated that teachers received no training or guidelines. To address that gap, a training manual was designed to address those deficiencies, and strengthen teachers' effectiveness. This manual may increase students' academic performance and promote positive social change for all stakeholders. [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