Abstract
Co-teaching is a model of inclusive instruction that has become increasingly popular throughout schools as a way to meet the needs of students with disabilities in general education settings. Despite being the focus of significant educational research for more than two decades, traditional deficit discourses of disability persist in educational settings and have been found to impede inclusive education efforts. This study draws from the critical theoretical field of Disability Studies in Education (DSE) and methodological foundations of Critical Discourse Analysis (CDA) to analyse the discursive interactions of two middle school co-teachers in a nominally inclusive context. Findings suggest that pedagogy and interactions with students privileged ‘keeping up’ with the pace of the standardised general education curriculum, which resulted in inequity and marginalisation of students with disabilities in the co-taught classroom.
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.
