Evaluating Co-teaching as a Means for Successful Inclusion of Students with Disabilities in a Rural District

Abstract

This paper describes the efforts of one school district to implement and evaluate co-teaching as a means for successfully including most students with disabilities into general education classrooms. The evaluation team collected data for two years at the elementary and middle school levels related to student achievement, application of classroom and test modifications, behavioral referrals, student self-concept, and teacher and parent satisfaction. Evaluation results indicated support for co-teaching as a means for providing students with disabilities access to the general education curriculum and their peers without disabilities.

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