Middle School Teacher Perceptions and Implementation of Special Education Coteaching

Middle School Teacher Perceptions and Implementation of Special Education Coteaching Practices by Leanne M. H. Ratcliff MEd, James Madison University, 2006 BS, James Madison University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Special Education Walden University February 2019 Abstract Coteaching is a mandated practice in which students with disabilities are educated in the general education setting among their peers, but it often is not effectively implemented. The purpose of this study was to examine the perceptions of both middle school general education and special education teacher relative to coteaching parity and barriers to effective coteaching practices. Friend and Cook’s conceptual framework of collaboration, outlining the importance of understanding roles when working in teams, supported the purpose and design of this study. The research questions were designed to investigate the extent to which the general and special education teachers share coteaching responsibilities and implementation of coteaching practices. Eleven general and special education teachers participated in interviews and observations. Teachers were selected through convenience sampling from a large school district in the Southeastern United States. Data were analyzed with thematic coding and open coding. General education teachers were perceived as clearly dominating lesson planning and delivery during interviews and observations. Common perceived barriers to effective coteaching included low expectations of the special education teacher, limited coplanning time, inadequate training, large class sizes, student behaviors, and issues with special education teacher presence. The results of this study can promote positive social change by helping improve the coteaching environment for teachers and help administrators make informed decisions that will facilitate more effective coteaching decisions.Coteaching is a mandated practice in which students with disabilities are educated in the general education setting among their peers, but it often is not effectively implemented. The purpose of this study was to examine the perceptions of both middle school general education and special education teacher relative to coteaching parity and barriers to effective coteaching practices. Friend and Cook’s conceptual framework of collaboration, outlining the importance of understanding roles when working in teams, supported the purpose and design of this study. The research questions were designed to investigate the extent to which the general and special education teachers share coteaching responsibilities and implementation of coteaching practices. Eleven general and special education teachers participated in interviews and observations. Teachers were selected through convenience sampling from a large school district in the Southeastern United States. Data were analyzed with thematic coding and open coding. General education teachers were perceived as clearly dominating lesson planning and delivery during interviews and observations. Common perceived barriers to effective coteaching included low expectations of the special education teacher, limited coplanning time, inadequate training, large class sizes, student behaviors, and issues with special education teacher presence. The results of this study can promote positive social change by helping improve the coteaching environment for teachers and help administrators make informed decisions that will facilitate more effective coteaching decisions. Middle School Teacher Perceptions and Implementation of Special Education Coteaching Practices by Leanne M. H. Ratcliff MEd, James Madison University, 2006 BS, James Madison University, 2005 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Special Education Walden University February 2019 Dedication For Max. My drive for personal betterment began with the idea of you and is now because of you. Acknowledgments Thank you to my dissertation committee chair, Dr. Peter Ross, for your support over the years. Along with Dr. Aucoin and Dr. Jameson, your guidance from the beginning has helped me along this rewarding journey. I was able to see this dream through with the support of my friends and colleagues; especially Ms. Dawn Simonsen and Ms. Mary Stahl, whose examples of advocating for students with exceptionalities have been inspiring. Thank you Rob, you are my rock. Thank you dad, you are my hero. Thank you mom, you are my biggest cheerleader.