A meta-synthesis of co-teaching students with and without disabilities

Strogilos, Vasilis; King‐Sears, Margaret E.; Tragoulia, Eleni; Voulagka, Anastasia; Stefanidis, Abraham

doi:10.1016/j.edurev.2022.100504

Cited by 12 publications

(10 citation statements)

References 62 publications

(69 reference statements)

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“…This finding is consistent with the literatures which expounds that low quality of inclusion of learners with neurodevelopmental disabilities in summative assessments and national examinations is attributed by the traditional beliefs that the success of inclusion is largely dependent on the disabled learners' individual characteristics (Strogilos et al, 2023;. When the education system fails to include learners with NDD in the assessments and national examinations, all the blame goes to the individual learners with NDD and their ability to assimilate into a largely undifferentiated examinations environment.…”

Section: Differentiated Formative and Summative Assessmentssupporting

confidence: 90%

“…The dominant thought across schools and participants has been that learners with neurodevelopmental diversities are mainly visual-audio learners and they do avoid scripts and lecture methods. This finding is consistent with the literatures on the different learning styles and the fact that Differentiated Instruction is the process in which modified activities and learning outcomes are an integral part of the curriculum (Hugo & Hedegaard, 2020;Strogilos et al, 2023;. Participants have mentioned the use of technological aids such as computer, audio books, and key boards with enlarged fonts and reduced hand-writing activities and replacing it with typed works to differentiate the instructions and the process of teaching and learning.…”

Section: Strengths-based Approach To Learning and Assessmentssupporting

confidence: 87%

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Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Laiser,

Msoka,

Shavega

2024

jipe

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Differentiated Instructions and modifications in curriculum and assessments are considered a prerequisite for the successful inclusion of learners with disabilities in general education. This qualitative study assessed the current provisions and the aspired changes in the curriculum, assessments, and transition plans for learners with Neurodevelopmental Diversities such as Autism in Tanzania. A total of 21 participants partaken in this study. The participants were obtained through purposive and snowball sampling methods. Data collection methods included in-depth interviews, documentary reviews and non-participant observation. Data were analyzed thematically, aided by the vivo 12. Participants were of the opinion that there is a limited provision with regard to only time (an additional twenty minutes in every hour for mathematics and ten minutes in each hour for other subjects) within the subsidiary legislation of the Examination regulations released by the National Examination Council of Tanzania (NECTA) in 2016. The provision, however, does not mention any neurodevelopmental disabilities in the categories of disabilities and the special provisions entitled to them. Lack of reasonable accommodations in the type and structure of questions, rigid modality of responses to the examination questions for learners with learning disabilities and limited flexibility in time and room arrangements have been mentioned as barriers to proper assessments for such learners. The study concludes that there is a need to embrace the evidence-based practices of responsive education, instead of the “one-size-fits-all” kind of education. This will help to improve the curriculum for all learners instead of the approach to “fix” the deficits of learners with neurodevelopmental disabilities.

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Section: Differentiated Formative and Summative Assessmentssupporting

confidence: 90%

Section: Strengths-based Approach To Learning and Assessmentssupporting

confidence: 87%

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Laiser,

Msoka,

Shavega

2024

jipe

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“…Although the idea of co-teaching is appealing, research-based evidence on how it contributes to student outcomes is limited, and has often focused on students with special education needs (see, Cook et al, 2017;Strogilos et al, 2023). Murawski and Swanson's (2001) meta-analysis found co-teaching to be moderately effective in terms of learning outcomes.…”

Section: Co-teaching As a Means To Improve Instructional Practicesmentioning

confidence: 99%

Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

Lehikoinen¹,

Väisänen²,

Havu‐Nuutinen³

et al. 2023

Preprint

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This study investigated the role of co-teaching in the development of students' mathematics motivation and achievement. More specifically, we examined how sixth-grade students’ (N = 146) mathematics self-concept and individual interest changed over one school year, how these changes were related to each other and to mathematics achievement, and, most importantly, whether they differed between co-teaching and solo-teaching conditions. The co-teaching condition included 70 students in three classes with mathematics taught by pairs of teachers, while the solo-teaching condition included 76 students in four classes with mathematics taught by individual class teachers. The design included three repeated measures of mathematics self-concept and interest as well as pre- and post-measures of mathematics test performance and teacher-rated mathematics grades. A series of latent growth curve analyses showed both self-concept and individual interest to decline over time, and these changes to be strongly correlated: as self-concept decreased, so did interest, and vice versa. The changes in self-concept and interest were independent of prior achievement and did not predict later achievement either. Students in the co-taught group received better grades at the end of the year, but no differences in the development of self-concept and individual interest were found between the teaching conditions. That is, co-teaching contributed to improvement in mathematics achievement, but this was not mediated by changes in mathematics motivation.

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“…Teachers can take on different roles, such as leading the instruction and providing support or small-group instruction. This dynamic can help maintain a positive and focused learning environment, reducing disruptive behaviors and maximizing instructional time (Strogilos et al, 2022).…”

Section: Co-teachingmentioning

confidence: 99%

Experience of Students From Different Training Programs in Co- Teaching That Integrate Physical Activity Into Learning in Elementary School

Salfati

2023

Educational Alternatives

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This action research was conducted in the qualitative paradigm. The study examines pre-service teachers' experiences from co-teaching "movement-based learning" (MBL) programs in elementary schools. Ten students from the "Physical Education Training Program" (PETP) and thirty from the "Elementary School Teaching Training Program" (ESTP) participated in the research. The research rationale is based on the concept that Movement is a natural way for children to explore and learn. Using the natural connection between movement and learning by incorporating physical activity into lessons makes learning more fascinating and effective. The research tools included: Twenty observations of lecturers in the lessons taught by the pre-service teacher, a reflective diary that students wrote after each lesson, and semi-structured interviews with ten students. The research questions were: What are the experiences of a pre-service teacher from co-teaching "movement-based learning" in elementary school? How can integrating movement into learning improve pupils' understanding of academic materials? Analysis of the research findings raised three themes: students' satisfaction with the coteaching experience and the contribution to the pupils; a sense of success and self-realization from the benefits for children with learning disabilities and a sense of empowerment with the mentors' positive evaluation during the co-teaching MBL." It was found that the students' experience of co-teaching the MBL was mainly an experience of satisfaction, empowerment, and professional development. The research conclusions indicate that co-teaching promotes quality integrative teaching. Also, there is beyond the importance of the health aspect of physical activity; it contributes to active and effective learning for pupils in general and pupils with learning disabilities in particular. This study hopes to contribute insights to students and teachers to improve the quality of elementary education and promote movement-based teaching methodologies.

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A meta-synthesis of co-teaching students with and without disabilities

Cited by 12 publications

References 62 publications

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Differentiated Assessments for Learners with Neurodevelopmental Disabilities in Inclusive Elementary Schools in Tanzania

Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo- and co-taught classes

Experience of Students From Different Training Programs in Co- Teaching That Integrate Physical Activity Into Learning in Elementary School

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