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Teachers' Perspectives on the Impact of Co-Teaching in Supporting Inclusion in the Mainstream Classroom
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2024-06
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Abstract
Inclusive practices in the classroom are an important consideration for post-primary teachers in delivering curriculum content to a wide variety of student abilities. Co-teaching is a strategy
which aims to foster inclusivity through collaboration between teachers. This qualitative study highlight the experiences of five teachers currently working in the post-primary classroom.
Themes such as support, planning, benefits and measurement of effective co-teaching emerged from a series of semi-structured interviews with participants. The findings indicate that, while
there can be a lack of adequate planning time in order to prepare for these classes, teachers are enthusiastic about the benefits of co-teaching for themselves and their students.
Keywords
Inclusion, Co-teaching, post-primary school