Student, Teacher, and Parent Preference for Less Restrictive Special Education Models--Cooperative Teaching.

Overview & Synopsis

This study investigated the preferences of parents, teachers, and students regarding the relative benefits of a cooperative teaching (general educator/special educator in a general education classroom) service model in comparison to a special education "pull-out" model. A cooperative teaching model was implemented in four public secondary schools, during the 1989-90 school year, in Anne Arundel County (Maryland). A questionnaire was administered to special education students (N=97), parents (N=26), pairs of co-teachers (N=21), and building administrators (N=3) comparing the co-teaching experience with the previous year's special education classroom placement. Results indicated that participants preferred a co-taught service delivery model over a "pull-out" model. Special education students enjoyed school more, learned more, and felt better about themselves in the co-taught general education classroom. The survey found no negative impact indicated by the co-taught special education student in terms of experiencing less time to finish school work, fear in asking questions, or additional behavior problems in the general education classroom. (Includes 18 references) (JDD)