A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability

Iacono, Teresa; Landry, Oriane; Garcia-Melgar, Ana; Spong, Jo; Hyett, Nerida; Bagley, Kerryn; McKinstry, Carol

doi:10.1080/13603116.2021.1900423

Cited by 22 publications

(21 citation statements)

References 34 publications

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“…Also, the researchers highlighted the importance of positive relationships as important for effective co-teaching. Iacono et al (2021) reviewed 21 qualitative, quantitative, and mixed-methods studies published between 2008 and 2019, examining the efficacy of different co-teaching models on students with disabilities. Two models were identified most frequently: team teaching (n = 11) and "one-teach, one assist" (n = 10).…”

Section: Previous Systematic Reviews and Meta-synthesesmentioning

confidence: 99%

“…Moreover, they do not all focus solely on coteaching. One included both qualitative and quantitative studies on co-teaching and on collaboration (e.g., Van Garderen et al, 2012), one focused on the efficacy of co-teaching models (e.g., Iacono et al, 2021), one merged co-teaching with inclusion (Solis et al, 2012) and one focused on educators' cooperation (Paulsrud & Nilholm, 2020).…”

Section: Previous Systematic Reviews and Meta-synthesesmentioning

confidence: 99%

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

Strogilos

King‐Sears

Tragoulia

et al. 2023

Educational Research Review

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Section: Previous Systematic Reviews and Meta-synthesesmentioning

confidence: 99%

Section: Previous Systematic Reviews and Meta-synthesesmentioning

confidence: 99%

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

Strogilos

King‐Sears

Tragoulia

et al. 2023

Educational Research Review

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“…Students with special needs experience limitations in terms of physical, mental, intellectual, social, and emotional. Those circumstance influences significantly their process of growth or development compared to other children of the same age (Iacono et al, 2021;Mud et al, 2021). The use of ABK is a neutral term for children.…”

Section: Stages Of Learning Iqro For Children With Disabilitiesmentioning

confidence: 99%

Quran Literacy for Students with Special Needs

Aly

Bustomi²

2022

Jurn. Pend. Islam

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The study is aimed to investigate the implementation of teaching Quran literacy for students with disabilities. It applied qualitative. Data were collected using observation and interviews with teachers of Iqro (Quran for beginner). The participants of the study were students with disabilities studying in schools for special need in Bengkulu and Ciamis regency West Java Indonesia. The schools include MI (Madrasah Ibtidaiyyah/Islamic Elementary School) Mutiara Asyifa, Abdurrahamn Bin Auf, SDLB (Sekolah Dasar Luar Biasa/Elementary School for Special Need) Islam Amal Mulya, SLB (Sekolah Luar Biasa/School for Special Need) Baiturrahman Cisaga, and SLB Albarokah Baregbeg. The result showed that the schools have provided minimum service for teaching and learning Quran/Iqro for students with disabilities. There are two factors causing the situation; the scarcity of PAI (Pendidikan Agama Islam/Islamic Religious Education) teachers in the schools and the absence of reliable Quran reading methods. The teachers background are language teachers who had no experience and competence for Islamic religious education. In addition, the learning method for Iqro is similar to the BISINDO (Bahasa Isyarat Indonesia/Indonesian Sign Language) method for reading by sign language. This study suggests that PTKIN (State Islamic Higher Education) offering PAI to provide a program for Quran reading and writing courses for students with disabilities.

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“…Resultantly, they adopt a liberal and democratic attitude with every student. In short, it is universally accepted that teachers' attitudes directly in􀅫luence the learning abilities and educational environments of any institution (Miesera et al, 2019;Iacono, et al, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

The attitude of Teachers Towards Delayed Students in Mainstream Classrooms at Elementary Level in Pakistan

Kanwal,

Edwin,

Khattak

et al. 2021

J. manag. pract. humanit I am. sci

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After becoming a signatory of UNCRPD, inclusive education is a reality for approaching days; however, due to our already weak and socio-religiously confused educational system, teachers and parents of delayed students, are not ready to accept them in mainstream classrooms. The basic reason for such reluctance is lack of awareness and fears of added responsibilities, which may be associated with this major shift in educational methodology. The aim of the research is to understand the attitude and perception of teachers about the inclusive education concept. In this study, mixed-method research (both qualitative and quantitative) was used. The research instrument was developed according to the directions and guidance provided by experts with fourteen items, which were then shared with 100 elementary school teachers belonging from different Federally administered educational institutions in District Okara, and their responses were quanti􀅫ied for analysis. Moreover, interviews of senior teachers from the same educational institutions were also conducted to obtain a clear perspective of the issue. Convenience sampling techniques were used, and descriptive analysis was used to assess responses. Based on acquired data, results were 􀅫inalized, which showed reluctance by teachers due to lack of awareness as well as fear of additional responsibilities and expectations without any visible incentive. Moreover, neither required human resources nor infrastructures allow an inclusive schooling system to be adopted. Thus, a gradual approach towards implementation of a new concept along with concrete steps by the government is found to be the most viable option for approaching the issue.

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A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability

Cited by 22 publications

References 34 publications

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

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

Quran Literacy for Students with Special Needs

The attitude of Teachers Towards Delayed Students in Mainstream Classrooms at Elementary Level in Pakistan

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