This study of a mixed methods approach of quantitative and qualitative features seeks to understand and analyze the opinions and beliefs of special education and general education students in the inclusive secondary education mathematics classroom with co-teachers Furthermore the study will examine the extent to which the co teachers implement high-leverage teaching practices.While the majority of co-teaching research studies centers around the co-teachers and their perceptions of their instruction, there is less known on the opinions of the students being taught in these inclusive classrooms with a general education and special education teacher. There is also very little research that currently examines the types of practices implemented by co teachers and how students’ perceive the effects of these approaches.
Authors: Christina Fligner and Emily Brace
Faculty Advisor: Sarah Watt, Educational Psychology
Graduate Student Advisor: Lexie Ruscheinski, Educational Psychology
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