Contextual antecedents of co-teaching efficacy: Their influence on students with disabilities' learning progress, social participation and behaviour improvement

Abstract

This study examines whether the attitudes of co-teachers towards the efficacy of co-teaching for students with disabilities are related to their preferences towards the modifications of the curriculum, the participation of students with disabilities in mixed ability groups and the active involvement of mainstream education teachers in co-teaching students with disabilities. A survey questionnaire was used to explore 400 co-teachers' attitudes towards the efficacy of co-teaching. In general, the findings demonstrated that the attitudes of co-teachers towards specific activities and responsibilities are positively related to their attitudes towards the social participation, behaviour improvement and learning progress of students with disabilities.