Date of Award

Spring 5-16-2014

Document Type


Degree Name

Education Specialist (EdS)



First Advisor

Ginny Vanrie



The purpose of this investigation was to determine how co-teaching training using the five models of co-teaching and the eight components of the co-teaching relationship impacts the relationship of co-teachers. Most teachers enter into a co-taught class setting with little to no experience as a co-teacher and this impacts the dynamics of the relationship. The participants in this study were faculty from one public elementary school in the Southeastern United States. The participants included 5 special education teachers and 5 general education teachers. The co-teaching pairs taught grades K-5. The effects of co-teaching were examined using a pre/posttest design as well as qualitative surveys to evaluate the teachers’ perceptions of their experiences implementing the different co-teaching models throughout the duration of the study. Although there were no significant differences in the pre-test/ post-test results, the participants did report that they benefitted from the professional development related to co-teaching and that they felt that their co-teaching relationships and communication skills were stronger after the training.

Keywords: co-teaching, inclusion, professional development