Abstract
Co-teaching has become one of the most popular service-delivery models that school districts use to incorporate students with disabilities in the general education settings. This phenomenological study reports how special education teachers and general education teachers at one Central Kentucky high school describes their perceptions and experiences with co-teaching. This study uses semi-structured interview to explore general education and special education teachers’ perceptions of their experiences with co-teaching and being a part of a co-teaching team.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
