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- W3193479905 abstract "Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to co-taught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs." @default.
- W3193479905 created "2021-08-30" @default.
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- W3193479905 creator A5013533961 @default.
- W3193479905 creator A5056402679 @default.
- W3193479905 creator A5087486592 @default.
- W3193479905 date "2021-11-01" @default.
- W3193479905 modified "2023-10-06" @default.
- W3193479905 title "Does co-teaching improve academic achievement for students with disabilities? A meta-analysis" @default.
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- W3193479905 doi "https://doi.org/10.1016/j.edurev.2021.100405" @default.
- W3193479905 hasPublicationYear "2021" @default.
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