Title

Using Students' Drawings to Elicit General and Special Educators' Perceptions of Co-Teaching

Department

Inclusive Education

Document Type

Article

Publication Date

7-2008

Abstract

This paper describes the findings of a study of general and special educators’ perceptions of co-teaching in elementary and middle school classrooms. A total of 85 students, 20 general education, and 11 special education teachers participated in this investigation in which student drawings were used as both data and as tools to spark teacher reflection. Students’ pictorial depictions of co-teaching were analyzed for apparent features and traits. Co-teachers’ reactions to the drawings were springboards for reflective conversations around modifications they felt needed to take place to improve co-teaching. Findings suggest that proactive role distribution, support structures, and trust building are critical factors in strengthening co-teaching. Implications for practice are discussed.

Journal

Teaching and Teacher Education

Journal ISSN

0742-051X

Volume

24

Issue

5

First Page

1376

Last Page

1396

Digital Object Identifier (DOI)

10.1016/j.tate.2007.06.007