Co-teaching is one of the most used service delivery models for students with disabilities within general education classrooms. In co-taught classrooms, a general education teacher and a special education teacher work together to provide instruction to both general education students and special education students. This allows students with disabilities to learn alongside their same-age peers, as they can access the general education curriculum while also receiving the supports and services of a special education teacher. The purpose of this study was to examine how co-teachers at Washington Junior High (WJH; a pseudonym) felt about co-teaching and the co-teaching program. Twelve teachers were interviewed and asked a variety of questions pertaining to their co-teaching experiences and their thoughts, reflections, and suggestions. The results were compared to the academic literature and research already published on co-teaching to make suggestions for improvements to the co-teaching program at WJH, as well as policy recommendations. The primary research question related to how to improve co-teaching at WJH to service students with disabilities within inclusive settings and the secondary question related to whether schools should offer co-taught classes in other core content areas, such as science and social studies. The findings of the research with co-teachers at WJH showed co-taught classrooms are beneficial to students with disabilities. Results also yielded additional insights into a need for more common plan time, increased professional development around co-teaching models, and an understanding of roles and expectations among co-teachers. Additionally, there is a need for change in policy to increase the course offerings of co-taught classes to include all core academic subject areas: language arts, math, social studies, and science. Last, there needs to be a general adoption of the philosophy that what is good for one student is good for all students as a way to support all students and normalize the use of learning supports.
","abstract_html":"<p>Co-teaching is one of the most used service delivery models for students with disabilities within general education classrooms. In co-taught classrooms, a general education teacher and a special education teacher work together to provide instruction to both general education students and special education students. This allows students with disabilities to learn alongside their same-age peers, as they can access the general education curriculum while also receiving the supports and services of a special education teacher. The purpose of this study was to examine how co-teachers at Washington Junior High (WJH; a pseudonym) felt about co-teaching and the co-teaching program. Twelve teachers were interviewed and asked a variety of questions pertaining to their co-teaching experiences and their thoughts, reflections, and suggestions. The results were compared to the academic literature and research already published on co-teaching to make suggestions for improvements to the co-teaching program at WJH, as well as policy recommendations. The primary research question related to how to improve co-teaching at WJH to service students with disabilities within inclusive settings and the secondary question related to whether schools should offer co-taught classes in other core content areas, such as science and social studies. The findings of the research with co-teachers at WJH showed co-taught classrooms are beneficial to students with disabilities. Results also yielded additional insights into a need for more common plan time, increased professional development around co-teaching models, and an understanding of roles and expectations among co-teachers. Additionally, there is a need for change in policy to increase the course offerings of co-taught classes to include all core academic subject areas: language arts, math, social studies, and science. Last, there needs to be a general adoption of the philosophy that what is good for one student is good for all students as a way to support all students and normalize the use of learning supports.</p>","abstract_has_math":false,"creators":["Robinson, Michelle"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Elizabeth Minor","Dr. Jack Denny"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-04-01T07:00:00Z","date_published":"2024-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:12Z","subjects":["Disability and Equity in Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/800","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Elizabeth Minor","Dr. Jack Denny"]},{"key":"dc:creator","label":"Author","values":["Robinson, Michelle"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-02-19T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Disability and Equity in Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/800"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Co-teaching is one of the most used service delivery models for students with disabilities within general education classrooms. In co-taught classrooms, a general education teacher and a special education teacher work together to provide instruction to both general education students and special education students. This allows students with disabilities to learn alongside their same-age peers, as they can access the general education curriculum while also receiving the supports and services of a special education teacher. The purpose of this study was to examine how co-teachers at Washington Junior High (WJH; a pseudonym) felt about co-teaching and the co-teaching program. Twelve teachers were interviewed and asked a variety of questions pertaining to their co-teaching experiences and their thoughts, reflections, and suggestions. The results were compared to the academic literature and research already published on co-teaching to make suggestions for improvements to the co-teaching program at WJH, as well as policy recommendations. The primary research question related to how to improve co-teaching at WJH to service students with disabilities within inclusive settings and the secondary question related to whether schools should offer co-taught classes in other core content areas, such as science and social studies. The findings of the research with co-teachers at WJH showed co-taught classrooms are beneficial to students with disabilities. Results also yielded additional insights into a need for more common plan time, increased professional development around co-teaching models, and an understanding of roles and expectations among co-teachers. Additionally, there is a need for change in policy to increase the course offerings of co-taught classes to include all core academic subject areas: language arts, math, social studies, and science. Last, there needs to be a general adoption of the philosophy that what is good for one student is good for all students as a way to support all students and normalize the use of learning supports.
"]},{"key":"dc:title","label":"Title","values":["What Is Good For One Is Good For All: Using Co-teaching As A Model To Service Students With Disabilities Within Inclusive General Education Classrooms"]}]}],"canonical_facts":{"dc:contributor":["Dr. Elizabeth Minor","Dr. Jack Denny"],"dc:creator":["Robinson, Michelle"],"dc:date.available":["2024-02-19T08:00:00Z"],"dc:description.abstract":["Co-teaching is one of the most used service delivery models for students with disabilities within general education classrooms. In co-taught classrooms, a general education teacher and a special education teacher work together to provide instruction to both general education students and special education students. This allows students with disabilities to learn alongside their same-age peers, as they can access the general education curriculum while also receiving the supports and services of a special education teacher. The purpose of this study was to examine how co-teachers at Washington Junior High (WJH; a pseudonym) felt about co-teaching and the co-teaching program. Twelve teachers were interviewed and asked a variety of questions pertaining to their co-teaching experiences and their thoughts, reflections, and suggestions. The results were compared to the academic literature and research already published on co-teaching to make suggestions for improvements to the co-teaching program at WJH, as well as policy recommendations. The primary research question related to how to improve co-teaching at WJH to service students with disabilities within inclusive settings and the secondary question related to whether schools should offer co-taught classes in other core content areas, such as science and social studies. The findings of the research with co-teachers at WJH showed co-taught classrooms are beneficial to students with disabilities. Results also yielded additional insights into a need for more common plan time, increased professional development around co-teaching models, and an understanding of roles and expectations among co-teachers. Additionally, there is a need for change in policy to increase the course offerings of co-taught classes to include all core academic subject areas: language arts, math, social studies, and science. Last, there needs to be a general adoption of the philosophy that what is good for one student is good for all students as a way to support all students and normalize the use of learning supports.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/800"],"dc:subject":["Disability and Equity in Education"],"dc:title":["What Is Good For One Is Good For All: Using Co-teaching As A Model To Service Students With Disabilities Within Inclusive General Education Classrooms"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:12Z"}