Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

An Investigation of Co-teaching to Improve Academic Achievement of Students with Disabilities: A Meta-analysis

Mickey Losinski, Ph.D., Sara Sanders, Ed.D., Robin Parks-Ennis, Ph.D., BCBA-D, Nicole Wiseman, Ed.D., Jessica Nelson (3rd year Doctoral Student), Antonis Katsiyannis, Ed.D.
  • Mickey Losinski, Ph.D. (Author) Kansas State University image/svg+xml
    Dr. Mickey Losinski, PhD, is an Associate Professor of special education in the College of Education at Kansas State University. His professional interests include legal issues in special education, parent issues in special education, and the identification of evidence-based practices in special education.
  • Sara Sanders, Ed.D. (Author) University of Alabama image/svg+xml
    Dr. Sara Sanders EdD, is currently completing a post-doctoral research fellowship at the University of Alabama. Her research focuses on academic strategies for students with emotional and behavioral disorders (EBD), specifically self-regulated strategy development (SRSD) in reading, as well as CBT interventions for students with internalizing symptoms.
  • Robin Parks-Ennis, Ph.D., BCBA-D (Author) University of Alabama at Birmingham image/svg+xml
    Robin Parks Ennis, PhD, BCBA-D, is an Assistant Professor of special education in the School of Education at the University of Alabama at Birmingham. Her research interests include comprehensive integrated three-tiered models of prevention and low-intensity/instructional academic and behavioral strategies to support students with and at-risk for emotional and behavioral disorders.
  • Nicole Wiseman, Ed.D. (Author) Kansas State University
    Dr. Nicole Wiseman, EdD, is currently a behavior support teacher in Kansas. Her research interests include academic interventions and mindfulness strategies for students with and at-risk for students with EBD.
  • Jessica Nelson (3rd year Doctoral Student) (Author) Kansas State University
    Jessica Nelson is a third year doctoral student at Kansas State University. Her research interests include academic interventions for students with intellectual disabilities and the training of pre-service teachers with students with special needs.
  • Antonis Katsiyannis, Ed.D. (Author) Clemson University image/svg+xml
    Dr. Antonis Katsiyannis EdD, is an Alumni Distinguished Professor of special education in the Eugene T. Moore School of Education at Clemson University. His research interests include legal and policy issues associated with special education, delinquency, and issues involving students with emotional or behavioral disorder s
DOI
https://doi.org/10.64546/jaasep.400
Abstract
Co-teaching is a popular means to support students with disabilities in the general education classroom. However, despite its widespread use, there are no meta-analyses examining the effects of co-teaching on academic outcomes for secondary students that analyze both study quality (e.g., the Council for Exceptional Children’s "Standards for Evidence-Based Practices in Special Education") and effects. We addressed both of these gaps in the current review, identifying nine articles (10 experimental studies) that were analyzed for quality and effects. No studies met all of the quality indicators and study effects showed no significant impact on students’ academic outcomes. Limitations and directions for research are presented. Implications for practice are also discussed, including the consideration that null effects, in this instance, do not necessarily suggest that co-teaching is ineffective.
Keywords
Academic Achievement, Educational Legislation, Educational Research, Equal Education, Evidence Based Practice, Federal Legislation
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How to Cite
Losinski, M., Sanders, S., Parks-Ennis, R., Wiseman, N., Nelson, J., & Katsiyannis, A. (2019). An Investigation of Co-teaching to Improve Academic Achievement of Students with Disabilities: A Meta-analysis. Journal of the American Academy of Special Education Professionals, 14(2), 149-170. https://doi.org/10.64546/jaasep.400

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  • Article Type Articles
  • Submitted April 18, 2019
  • Published June 15, 2019
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