Co-teaching and school reform: a case study

Academic Exchange Quarterly, Spring, 2005 by Karyn Saxon

Abstract

Increasingly expected to equate the Least Restrictive Environment with the general education classroom, administrators often look for service delivery models to educate students effectively in the general education classroom. This case study presents a practical look at the implementation of one service delivery model, exposing its strengths and weaknesses and suggesting ways that such a school reform effort can be successful.

Introduction

This case study examines a change initiative to include students with language-based disabilities in general education classrooms in one school system. Using the conceptual model for successful inclusion established by Hunter (1999), this study examines the initiation and implementation of the co-teaching model in the school district as it relates to educational change literature.

Co-Teaching

Co-teaching is one model that has been used to include students with disabilities in the general education classroom. Bauwens, Hourcade, and Friend (1989) have defined co-teaching as "an educational approach in which general and special educators work in a co-active and coordinated fashion to jointly teach heterogeneous groups of students in educationally integrated settings" (p. 18). Teachers collaborate in planning instruction, evaluating student progress, communicating with parents, and generally work together with a group of students. Advocates assert that co-teaching is an effective way to meet the needs of a diverse group of students by reducing the student-teacher ratio, increasing instructional time, and improving a program's intensity and continuity. Since students do not lose transition time from one class to another, students can receive more instruction and become more systematically involved in classroom activities (Cook & Friend, 1995). The extra support of a special education teacher in the general education classroom can reduce stigma because students have more opportunities to participate in classroom activities and be part of the regular school community. Walther-Thomas (1997) found that this leads to " stronger support systems, family-like feelings, and a sense of community" (p. 401). Two teachers also have the potential to modify and adapt lessons as they are needed, bringing their own teacher training and strengths to the teaching partnership for the benefit of all students.

Program Implementation

Fullan (2001) has found that for a reform to be successful it requires support from central administrators and principals. In addition, teachers must have the commitment to change and good working relationships. The implementation of a co-teaching model is no different. According to Walther-Thomas, Bryant, and Land (1996), successful implementation of the co-teaching model requires communicating long-term visions, having clear expectations, and monitoring progress at the classroom level. The purpose of this study is to examine the implementation of a co-teaching model in one school district using this framework and document the successes and shortfalls of the implementation of this educational reform.

Method

Population

The R school district is located in a suburb of a Northeastern city. There are a number of self-contained special education classes at the elementary level for students with special needs in this district, including a behavioral needs class and a class students with developmental delays. In addition, the district moves students to outside placements when deemed necessary. The D elementary school has an average of three classrooms per grade (1-6). One classroom at each grade level is used to integrate students with language-based disabilities into the general education classroom using a co-teaching model. Students throughout the district are referred to these classrooms by special education teams and are bussed into the D school to attend these "cooperative classes", which have a regular educator, a special educator, and a full-time instructional aide.

Data Sources and Analysis

Surveys were distributed to nine regular education and eight special education teachers who taught in the cooperative classes. Developed specifically for this study, the survey consisted of nine open-ended questions, inquiring about background information such as degrees earned, teaching experience, and history of teaching in the co-teaching model. The teachers were also asked about their perceptions of the implementation and sustainability of the co-teaching model. In addition, two interviews (a special education teacher who has been involved in the co-teaching classes since their inception and the now former director of special services who initiated the program) were conducted to obtain the history of the change initiative.

The teachers ranged in age, teaching experience, and grade level. Some teachers were teaching when the model was implemented about 15 years ago, and are still in their same positions. Others taught in the co-teaching classrooms when they began, but are now in a traditional general education classroom. Still others are teachers who were hired when the model was already in place. Ten surveys were returned. In order to solicit honest opinions without fear of negative consequences, surveys were distributed to teachers' mailboxes without any identifying marks and teachers were instructed to return surveys to a neutral site without any indication of their identity. Data were analyzed using a typological approach (Hatch, 2002). Consistent with the first step in this approach, teacher responses were read with Hunter's (1999) seven components for successful inclusive practices in mind. Patterns and relationships were then developed within this organizational framework.