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Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children
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Behaviors of Teachers in Co-taught Classes in a Secondary School

Gina Harbort

Crisp County Schools, Georgia

Philip L. Gunter

Valdosta State University

Karla Hull

Valdosta State University

Queen Brown

Albany State University

Martha L. Venn

University of Colorado at Colorado Springs

Larry P. Wiley

Valdosta State University

Ellen W. Wiley

Valdosta State University

Researchers examined roles and actions of members of "co-teaching" teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93% of observed intervals; special educators presented material in less than 1% of observed intervals. Researchers observed regular educators conducting non-interaction instructional tasks (e.g., preparing for instruction) in 28.33% of the intervals; special educators conducted these tasks in 3.96% of intervals. Special educators observed or drifted in 45.24% of the intervals and responded to students more often (i.e., 29.86% observation intervals) than regular educators. Results are discussed in terms of needed study related to roles of general and special educators as increasing numbers of students with disabilities are expected to master the general curriculum.

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, Vol. 30, No. 1, 13-23 (2007)
DOI: 10.1177/088840640703000102
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