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(Unpublished)
Abstract
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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Details
| Item Type: |
University of Pittsburgh ETD
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| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
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| 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 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/45313 |
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