Planning in the Middle: Co-Planning Between General and Special Education

Abstract

Professional development programs tailored to address co-teaching performance in Arkansas provided data for 3 cohorts of middle school co-taught teams. This study provides an analysis of middle school plans and provides recommendations as to how to more effectively meet the needs of co-taught teams. Using a content analysis approach, monthly lessons plans submitted by teams over a 3-year period were analyzed. The purpose of this analysis is to provide the field with considerations about what is and is not occurring in the written process related to co-teaching, specifically co-planning in middle schools. In total, 155 lesson plans were analyzed, which were further broken down into 755 days of plans. Findings indicate these teachers utilized a diversity of co-taught models, but 1 model (1 lead, 1 support) dominated their planning. Areas of concern focused on a lack of focus on behavior and utilization of technology for students with disabilities.

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