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The Challenge of Co-Teaching in Inclusive Classrooms at the High School Level: What the Teachers Told Us

Elizabeth B. Keefe and Veronica Moore
American Secondary Education
Vol. 32, No. 3 (Summer 2004), pp. 77-88
Stable URL: http://www.jstor.org/stable/41064524
Page Count: 12
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The Challenge of Co-Teaching in Inclusive Classrooms at the High School Level: What the Teachers Told Us
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Abstract

Meeting the needs of students with disabilities in general education classrooms requires collaboration between general and special education teachers. In this article, the challenges of co-teaching at the secondary level are explored through the voices of general and special education teachers who co-taught in inclusive classrooms at a large suburban high school in the southwestern United States. Semi-structured interviews were conducted and analyzed for common themes and these themes were then checked with the teachers. Critical issues for teachers clustered around three major areas: the nature of collaboration, roles and responsibilities, and outcomes. These themes are discussed and examined for the implications they hold for other schools implementing co-teaching.

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