Collaborative teaching: exploring the impact of co-teaching practices on the numeracy attainment of pupils with and without special educational needs. Issue 3 (26th May 2020)

• Record Type: Journal Article
• Authors: Lehane, Paula; Senior, Joyce
• Is Part Of: European journal of special needs education. Volume 35:Issue 3(2020)
• Page Start: 303
• Page End: 317
• Publication Date: 2020-05-26
• Subjects: Collaborative teaching -- co-teaching -- inclusive practices -- academic progress -- collaboration -- Special Educational Needs (SEN); Special education -- Europe -- Periodicals; 371.905
• DOI: 10.1080/08856257.2019.1652439
• Languages: English
• ISSNs: 0885-6257

Abstract

ABSTRACT: Education specialists are strongly advocating the use of collaborative teaching (co-teaching) approaches to facilitate the inclusion of pupils with Special Educational Needs (SEN) in mainstream settings. The current study analysed the impact of co-teaching on the numeracy attainment of students in two, mixed-gender Irish primary classes ( N = 45; 4th Class: 9–10 years old) where there was a high incidence of SEN (e.g. autism, specific learning difficulties etc., ). After participating in co-taught numeracy classes for seven months, a standardised Mathematics test was administered. These scores were compared to the pupils' scores from the previous year when co-teaching was not the primary mode of instruction. A significant increase in pupils' overall standardised test scores was noted ( p = .002). Scores for pupils with SEN in relation to numeracy ( n = 12) also experienced a significant increase ( p = .032) as did the scores for pupils without SEN ( n = 30; p = 0.23). Based on these preliminary results, co-teaching appears to be an effective mode of instruction for meeting the needs of pupils with, and without, SEN in mainstream settings