General and Special Education Students' Perceptions of Co-Teaching: Implications for Secondary-Level Literacy Instruction

Abstract

Three hundred and forty-six secondary students (127 special education and 219 general education) were surveyed about their perceptions of co-teaching. While significant differences were discovered between groups, all students responded favorably to co-teaching: they indicated they were getting better grades and developing better literacy skills, and they said they would choose to participate in co-taught classes again. The special education students thought that co-taught English classes gave them a unique opportunity to gain access to the general education curriculum and develop literacy skills. The general education students thought that co-teaching afforded them exposure to higher levels of abstraction, concept development, and literacy skill development. The positive perceptions toward co-teaching provide initial information about the potential of co-teachings to support inclusive school environments in which all students can succeed.