A Qualitative Case Study on Role Confusion of Special Education Teachers and General Education Teachers in the Co-Taught, All Inclusion Classroom

• Main Author: May, Katherine A
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01.01.2021
• Subjects: Computer Assisted Instruction; Educational leadership; General Education; Metadata; Special Education Teachers
• ISBN: 9798460480111

The problem to be addressed in this study was role confusion that arises between special education and general education teachers during their co-teaching instructional time in the inclusion classroom which effects teacher efficiency and performance. Co-teaching involves general educators and special educators collaborating to teach students with varying abilities and disabilities. In this context, role confusion refers to special and general education teachers not understanding their role in the co-taught classroom. The purpose of this study was to address the issue of role confusion among co-teaching partners in the co-taught all-inclusion classroom. Data was collected through various interviews conducted with general educators, special educators, and administrators. The data was coded and analyzed through thematic analysis to find common patterns among several participants from various locations and school districts. Many factors were found to contribute to role-confusion among co-teachers including teacher preservice preparation, professional development, collaboration, common co-planning time and administrative guidance. While research question one focused on general education teacher’s experiences with co-teaching, the second research question focused on special education teacher’s experiences with co-teaching. These teacher experiences were imperative to the research as both general educators and special educators are required to work together as a team in the co-teaching model. The third research question focuses on administrator’s experiences as mentors to co-teaching teachers, which was vital to the research as it allows for a perspective on co-teaching from the administrations point of view. Through the research, it became evident that role confusion for co-teachers exists due to many confounding variables; however, the primary factors are lack of administrative support, preservice education, professional development, and collaboration.