Dr. Rui Kang
The purpose of this research was to identify the benefits and barriers of collaborative teaching in the inclusion model. It was assumed that the findings of this study would provide teachers with information on how to utilize effective collaborative practices in order to obtain positive results for both regular and special education students. Forty teachers who have had prior experiences with the co-teaching model completed questionnaire written on a Likert scale; eight of them also participated in a semi-structured, individual interview. The results of this study indicate that in general, both special and general education teachers had a positive experience with co-teaching. The overwhelming majority of the teachers also believe that sufficient teacher training, appropriate pairing, and volunteering are crucial factors that will contribute to the success or failure of the co-teaching model. In order to reduce or remove the various challenges and barriers related to co-teaching, adequate training in co-teaching should be provided before teachers are actually assigned to co-teach.
"What are the Benefits and Barriers of Collaborative Teaching in the Inclusion Model?,"
Vol. 10, Article 12.
Available at: http://kb.gcsu.edu/thecorinthian/vol10/iss1/12