How do a Regular Education Teacher and a Special Education Teacher Function Full-Time within an Inclusion Classroom?

Abstract

The purpose of this study was to investigate how two third-grade teachers, a regular and a special education teacher, worked together in an inclusion classroom in a rural Western New York elementary school. The data were examined through qualitative analysis of transcribed protocols obtained by the researcher from observations of the teachers in their classroom. The findings revealed patterns of the classroom teachers which enabled the two teachers to work together in an inclusion classroom. It was concluded that time and care was taken in planning, instruction, the physical layout of the room, curriculum goals and modifications, behavior management, and grading and evaluation.