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Record identifier : 569756
Personal Name - Primary Intelectual Responsibility : Walker Harris, Louise
Title and statement of responsibility : Team teaching: The impact on students with disabilities in a middle school setting [Thesis]
Publication, Distribution,Etc. : Capella University, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D
Body granting the degree : , Capella University
Summary or Abstract : The mandates of the No Child left Behind Act (NCLB) and Individuals with Disabilities Act (IDEA) play a major role in making sure that the local schools do not exclude, but include students with disabilities in the educational process Such mandates have caused many middle schools to consider team teaching as a strategy to assist their special needs students to be successful. This study is an indication that team teaching is a vital approach to assist with closing the achievement gap between the two student population groups. A middle school in the metro Atlanta area employed the strategy of team teaching. The data was collected from the Criterion Reference Competency Test (CRCT) of 107 students with disabilities in grades 6, 7, and 8. Data was collected from the reading and math domains of the CRCT and compared for 2006-2008 school years. Two hypotheses were tested. The archival data was collected from the local school's Student Assessment Management System (SAMS). To analyze the data a quantitative research design was employed. The mean scores were utilized to display a comparison of data collected from students with disabilities who participate in team taught (TT) classes to students with disabilities who participate in self-contained (SC) classes. This technique was found to be useful in closing the educational gap between the students with disabilities involved in team taught classes versus those students in a self-contained setting. The t test was conducted to reveal the gains for both reading and math. The results on the Criterion Reference Competency Test (CRCT) revealed that students in the team taught classes showed growth in the areas of reading and math. Significant growth was found in math. Additionally, when students with disabilities switched from self-contained to team-taught classes there were substantial gains on the CRCT..
Topical Name Used as Subject : Special education
: Secondary education
: Curriculum development
Information of biblio record : TL
 
 
 
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