Co-Teaching in Secondary Schools: Teacher Reports of Developments in Australian and American Classrooms

Abstract

Interviews with, and classroom observations of, 17 teachers were used to investigate co-teaching approaches that provide support to students with disabilities in inclusive secondary classrooms. Data collected in Queensland (Australia) and Pennsylvania (United States) public schools allowed comparisons of teacher roles and responsibilities under 2 systems of education. The data were analyzed for themes and validated by reference to the participants. Co-teaching partnerships in both countries were characterized by a domination by content subject teachers and assignment of special educators to monitoring or helping duties within the class. Teachers stressed the importance of schoolwide commitment to inclusive principles as a key factor in the success of co-teaching. Most respondents saw professional and personal compatibility between co-teaching partners as critical for success. Barriers to the introduction of co-teaching in secondary schools were reported to be entrenched attitudes rejecting inclusion a...

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