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Meeting the Needs for Students with Disabilities in Inclusion Classrooms Co-teaching: Role of Teachers and Equitable Teaching Practices

Lamb, Ebonie N (2023) Meeting the Needs for Students with Disabilities in Inclusion Classrooms Co-teaching: Role of Teachers and Equitable Teaching Practices. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Students with disabilities have been educated in the general education classroom since the
1990s. General education teachers are expected to provide instruction to students with disabilities
while working alongside the special education teacher. Providing instruction to students with
disabilities in general education classrooms without purposely creating shared expectations and
building professional relationships has hurt all students school experience. Forming positive coteaching relationships takes time and requires planning to address challenges that may arise
between co-teachers as well as providing instruction for all students in the class. This study uses
Improvement Science to understand teachers’ perceptions of co-teaching in inclusion classrooms
and support them in understanding and applying co-teaching models. Three primary themes
emerged: (a) the importance of planning for co-teaching, (b) the variation in instructional strategies
employed in inclusion classrooms, and (c) the variation in student and teachers’ perceptions of co-teaching. In this study, I also found that multiple strategies that teachers use for students with
disabilities were also used for students without disabilities.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Lamb, Ebonie Nenl21@pitt.eduenl21
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee CoChairConway,
Committee MemberSofo,
Committee ChairDelale-O'Connor,
Date: 21 September 2023
Date Type: Publication
Defense Date: 23 May 2023
Approval Date: 21 September 2023
Submission Date: 10 August 2023
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 165
Institution: University of Pittsburgh
Schools and Programs: School of Education > Administrative and Policy Studies
Degree: EdD - Doctor of Education
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: co-teaching special education special education and general education teachers teacher relationships inclusion classrooms planning time for teachers instructional strategies in inclusion classrooms student perceptions of co-teaching teacher perception of co-teaching teacher experiences while teaching Black teacher experiences while teaching Black women special education teachers urban school with low test scores urban school with high teacher ratings overrepresentation of Black students in special education co-teaching math teacher evaluations equity and achievement policies resource rooms general education grading for equity
Date Deposited: 21 Sep 2023 20:45
Last Modified: 21 Sep 2023 20:45


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