Date of Award

Spring 5-12-2023

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Marci Glessner


Co-teaching, Middle School Students, Interview, Student Perspective


The purpose of this study was to attain information on middle school students’ perspectives of co-teaching based on their experiences in co-taught classrooms. Co-teaching is a commonly used practice, generally between a special education and general education teacher, to support and meet the needs of all learners in a diverse classroom. Because inclusive classrooms are composed of students with and without disabilities, the individual expertise of general and special educators is essential in constructing a harmonious co-teaching partnership (Jurkowski & Muller, 2018; Ritter et al., 2020). According to Kirkpatrick et al. (2020), when co-teachers work together to share their knowledge and learn from each other’s areas of expertise, it creates an environment from which they are better able to support their learners and provide quality grade-level academic rigor. Despite the benefits and push for more co-taught classrooms, there is a lack of research focused on student perspectives of co-teaching. This study consisted of interviews of four middle school students who had been part of at least two co-teaching settings. Through the analysis of their answers to interview questions, the researcher identified the overarching theme that co-teaching supports students. Other positive aspects of co-teaching included the availability of teachers, multiple perspectives, shared experiences, and help in paying attention to lessons.



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