Does co-teaching improve academic achievement for students with disabilities? A meta-analysis |
| |
| Institution: | 1. George Mason University, Division of Special Education and disAbility Research, 4400 University Drive, Fairfax, VA, 22030, USA;2. St. John''s University, Department of Management, Peter J. Tobin College of Business, 101 Astor Place, Room 230, New York, NY, 10003, USA;3. University of Southampton, University Road, Southampton Education School, Building 32, Southampton, SO17 1BJ, UK;1. Georgia State University, College of Education & Human Development, 30 Pryor Street #633, Atlanta, GA, 30303, USA;2. Northwestern University, Evanston, IL, USA;3. Highline Public Schools, Highline, WA, USA;1. Department of Preventive Dentistry, Periodontology and Cariology, University Medical Center Göttingen, Germany;2. Division of Medical Education Research and Curriculum Development, Study Deanery of University Medical Center Göttingen, Germany;3. Department of Cardiology and Pneumology, University Medical Center Göttingen, Germany;4. Institute for Medical Education, University Hospital Bonn, Germany;1. Department of Elementary Education, University of Western Macedonia, Greece;2. Department of Counceling, Quantitative Methods & Special Education, Wham 223 / Mail Code 4618, 625 Wham Drive, Southern Illinois University Carbondale, Carbondale, IL 62901, USA;1. School of Education, Technical University of Munich, Arcisstraße 21, 80333, Munich, Germany;2. Department of Methods in Learning Research, University of Augsburg, Universitätsstraße 10, 86159 Augsburg, Germany;3. Department of Educational Studies, Swarthmore College, Swarthmore, PA 19081 USA;1. Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign, 1310 South Sixth Street Champaign, IL, 61820, USA;2. Department of Educational Studies, Knox College, 2 E South Street Galesburg, IL, 61401, USA |
| |
| Abstract: | Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to co-taught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs. |
| |
| Keywords: | Meta-analysis Students with disabilities Co-teaching Academic achievement Student performance Special education setting |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
