Co-teaching for students with learning disabilities: One middle school’s journey

Abstract

Co-teaching is a popular service delivery option for students with learning disabilities (LD), yet its overall efficacy is questionable. Variance in teachers, students, quality of instruction, and types of co-teaching make it challenging to meet criteria for quality group experimental study. Schools must determine the effectiveness of their co-teaching programs based on their goals and students. The purpose of this article is to describe one middle school’s journey to determine if co-teaching would be an effective service delivery model for students with LD at risk for school failure. A school-university team implemented a pilot study, followed by a two-year period assessing student achievement data. Results indicated that co-teaching narrowed the achievement gap between students with and without LD. Limitations and implications for practice are discussed.

Keywords:

• co-teaching
• inclusive practices
• middle school
• service delivery
• students with learning disabilities

Additional information

Funding

This research was supported in part by a grant from the U.S. Department of Education, Office of Special Education Programs (H325T110004). The content is solely the responsibility of the authors and does not necessarily represent the official views of the U.S. Department of Education.

Notes on contributors

Michelle R. Murphy

Michelle R. Murphy, Ph.D., is Assistant Professor of Education – Special Education at Francis Marion University in Florence, SC. Her teaching experience includes K-5 teaching in both general and special education classroom settings, university teaching, developmental therapy, coordinating a post-secondary program for students with intellectual and cognitive disabilities, directing/coordinating graduate studies (M.Ed. and M.A.T. programs in learning disabilities), educational consulting, research, and service. She has a Ph.D. from the University of South Carolina in Special Education, with an emphasis in College Teaching and Research. Her research and practical interests include specific learning disabilities; teacher preparation and professional development; teachers’ data-based instructional decision-making; effective instruction and assessment practices in reading and math; collaboration between general and special education disciplines; and inclusive practices and service delivery models such as co-teaching, Universal Design for Learning, Assistive Technology, as well as Multi-Tiered Systems of Support for academics and behavior.

Christine A. Christle

Christine A. Christle, Ed.D., is retired Professor Emerita in Special Education Programs at the University of South Carolina. She earned her doctorate from the University of Kentucky in the area of learning and behavioral disorders − special education. While at the University of South Carolina, she coordinated and supervised teacher candidates in field placements, and taught various courses. Dr. Christle served as the major student adviser for the Masters Special Education Programs. Her research-to-practice agenda involved teacher training and professional development, inclusive practices and service delivery models such as co-teaching, and interventions for students who are at risk for a host of negative outcomes. She was principal investigator for a five-year, Special Education Program Improvement Grant funded by the federal Office of Special Education Programs. Dr. Christle has published articles and book chapters on best practices in special education and interventions for at-risk students. She consulted with schools and districts, and provided professional development workshops for districts, state agencies, and national organizations.