Barriers to the implementation of specialized reading instruction in secondary co-taught classrooms: an exploratory study |
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| Authors: | Margaret E King-Sears Abraham Stefanidis Anne Brawand |
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| Institution: | 1. Division of Special Education and disAbility Research, George Mason University, Fairfax, VA, USAmkingsea@gmu.edu;3. Department of Management, Peter J. Tobin College of Business, St. John’s University, New York, NY, USA;4. Department of Special Education, Kutztown University of Pennsylvania, Kutztown, PA, USA |
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| Abstract: | ABSTRACTThis exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators’ perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered. |
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| Keywords: | Co-teaching specialized reading instruction learning disabilities |
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