Co-Teaching in an Elementary Setting During the Covid-19 Pandemic: Successes, Wonderings, and Next Steps

Date of Award

Summer 7-30-2021

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Shirley Johnson


COVID-19, Co-Teaching


After the passing of the 2004 Individuals with Disabilities Act (IDEA) educators are required to service students with disabilities in the least restrictive placements as possible. When students are serviced through the “pull out method” they are missing key educational and social opportunities with non-disabled peers. The idea of co-teaching has been talked about for many years, however without proper implementation it is not as effective as it should be.

My project first discussed best practices in co-teaching based on professional literature. Then I discussed the data from my year of co-teaching, what strategies were used in the co-taught classroom, how students were serviced, and how the students performed.Through this data I determined needs for educators to be effective co-teachers and for my artifact created an implementation guide for co-teaching use between an elementary and special education co-teaching partnership.

This project is important because I have created an easy to use, teacher friendly, implementation guide that will help co-teaching partnerships be successful therefore positively impacting student learning of all abilities and increasing teacher collaboration. This implementation guide will assist teachers in feeling more confident and comfortable in the co-teaching partnership.

Abstract only: No full text available.