Date of Degree
Doctor of Philosophy (PhD)
Over the past several decades, federal legislation (IDEA, 1990, 1997, 2004; NCLB, 2002) regulated the manner in which students with special learning needs receive instruction and placed greater emphasis on their achievements. This qualitative study examined the perceptions of general education (n=6) and special education (n=6) elementary teachers about co-teaching collaboration in the inclusive classroom. Concerning individuals with academic learning disabilities, inclusion secures opportunities for students with disabilities to learn alongside their non-disabled peers in general education classrooms. Teacher collaboration helps to create the best learning environment possible for all students. This study took place in a Title One district located in a southwest region of Texas. Using a basic interpretive qualitative research design approach, data was collected through one-on-one interviews with general and special education teachers. The interviews gathered data on the perceptions of teachers’ collaboration experiences and professional development. The results of this study disclose themes for consideration in co-teaching collaborative practices, and approaches based on the participants' perceptions.
White, Lawrence, "A Basic Interpretive Study of Co-Teaching Perceptions: Collaboration of General and Special Education Elementary School Teachers" (2020). Theses & Dissertations. 377.