An exploratory study of self-efficacy, school belongingness, and co-teaching perspectives from middle school students and teachers in a mathematics co-taught classroom

Abstract

In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the one-teach, one observe or drift co-teaching model was used most frequently. Although students noted the general educator was the instructional lead, they also believed the special educator provided a valid and valuable role in providing help to all students. All students reported high levels of school belongingness and self-efficacy. Some results matched other researchers' findings that special educators are less frequently the lead teacher, yet our results indicated students appreciated the support received from both co-teachers. Students' reports may have been influenced by their co-teachers' mastery approach to instruction, which emphasised students' individual progress versus a competitive approach. Implications for researchers and coteachers include examining how supportive co-teaching can be transformed to maximise instructional experiences for students, and how positive co-teacher relationships translate to students' sense of belonging and increased self-efficacy.

Belonging from the perspectives of individuals with disabilities: A scoping review

“…The most common design used was qualitative ( n = 8). Two of the studies (e.g., King‐Sears & Strogilos, 2020; Williams and Downing, 1998) also reported findings from teacher and general education students, but the results from these studies were disaggregated by participant, allowing a review of data from participants with disabilities. The aims of the studies varied based on the methodological design and research questions.…”

Co‐teaching is extra help and fun: perspectives on co‐teaching from middle school students and co‐teachers

“…Subsequently, consents were obtained from co‐teachers, parents, and students. The current study was part of a larger study on co‐teaching (King‐Sears and Strogilos, ), with this study focused on qualitative findings.…”

PAUD Inklusif: Efikasi Diri dan Tingkat Literasi Guru Memengaruhi Kemampuan Merancang Individualized Education Program (IEP)?

“…Guru berperan sebagai kunci (De Boer et al, 2011), sudah menjadi kewajiban untuk mengembangkan Individualized Education Plan (IEP) sehingga dapat mengakomodir kebutuhan dan mestimulasi ABK dalam mengembangkan potensi yang dimilikinya (Klein, Cook, and Richardson-Gibbs 2001). IEP merupakan salah satu prasyarat dalam menerapkan PAUD inklusif yang baik (Strogilos et al 2020). Program pendidikan individualisasi muncul seiring dengan dinamika perkembangan layanan bagi ABK di dunia, khususnya perkembangan layanan bagi ABK di Amerika Serikat (Khoeriah, 2017;Zhang and Hu, 2015).…”

“…Layanan yang kurang sesuai, menjadikan ABK gagal dalam mencapai tujuan pembelajaran yang telah ditentukan (Rovik 2017). Kasus ini berbeda dengan implementasi di Yunani yang gurunya sudah mampu membuat modifikasi rancangan pembelajaran untuk ABK di PAUD walaupun dengan kualitas yang masih variatif (Strogilos et al 2020).…”