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Published on: September 4, 2019
An examination of two coteaching classrooms
1Division of Special Education, University of Northern Colorado, Greeley, USA.
American Annals of the Deaf
|May 7, 1999
Summary
Coteaching effectively serves students who are deaf, hard of hearing, and hearing. This approach presents challenges and offers recommendations for successful implementation and collaboration.
Area of Science:
- Education
- Special Education
- Audiology
Background:
- Coteaching is an instructional model where general education and special education teachers collaborate.
- Students who are deaf, hard of hearing, and hearing require specialized support within inclusive classrooms.
Purpose of the Study:
- To evaluate the effectiveness of the coteaching approach for students with hearing impairments.
- To identify challenges and best practices associated with coteaching in inclusive settings.
Main Methods:
- Qualitative research methodology.
- Extensive classroom observations.
- Interviews with teachers, students, administrators, and parents.
Main Results:
- Coteaching demonstrated effectiveness as a service delivery model.
- Seven subthemes of coteaching were identified, highlighting both benefits and challenges.
- Stakeholder quotes provided rich insights into the coteaching experience.
Conclusions:
- Coteaching is a viable model for supporting students with diverse hearing needs.
- Addressing communication, staff development, and family involvement is crucial for successful coteaching.
- Further research is recommended to refine coteaching strategies.
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