Co-teaching in inclusive classrooms: The impact of collaboration on attitudes, efficacy and student achievement

This study examined a collaborative teaching (co-teaching) program as a means of supporting educators and students with defined special education needs.;This mixed-method collective case study employed an action research design that studied the co-teaching process and its influence on teacher attitude and efficacy as well as student achievement and efficacy. The intervention included two components. The first component involved the pairing of special educators with general education content specialists for one class period each day, 90 minutes, within the general educator's classroom. Four teams of co-teachers were created and followed over the course of one full semester. The second component entailed the formation of a co-teaching learning community (CTLC) which served as a support group for both training and reflective practice for the four teams of co-teachers.;The implementation of a co-teaching setting allowed for overall professional development for teacher participants and a marked increase in achievement and efficacy for most students involved in the study. Results indicated a need and desire by co-teachers to continue the practice of co-teaching as well as to receive further training and support in co-teaching. Overall teacher attitude and efficacy increased as well as student efficacy. Increases in student achievement in relation to the co-teaching setting were evident in three of the four classes. Variables related to achievement were analyzed and discussed for all four classes.