Date of Award

7-1994

Degree Type

Thesis (On-Campus Access Only)

First Advisor

Susan Kane-Ronning

Abstract

This study examined teachers' perceptions of using team teaching as a strategy for mainstreaming students with special needs. Two regular education teachers involved in team teaching with a special education teacher were observed. The teachers were interviewed to discover their perceptions about the benefits and disadvantages of team teaching, as well as the social/emotional and academic changes observed in the mainstreamed and regular students. The teachers felt they were better able to serve the regular and special education students due to team teaching. While academic growth among mainstreamed students were observed by the teachers, the biggest change included social and emotional growth. Time was seen as the main drawback for teachers. With these findings, team teaching is seen as a successful strategy to consider for the inclusion of students with special needs in the regular classroom.

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