VALUE ADDED OF THE SPECIAL EDUCATION TEACHER IN SECONDARY SCHOOL CO-TAUGHT CLASSES

Naomi Zigmond; David W Matta

doi:10.1016/S0735-004X(04)17003-1

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Advances in Learning and Behavioral Disabilities

ISSN: 0735-004X
Series editor(s): Bryan G. Cook, Melody Tankersley & Timothy J. Landrum

Subject Area: Education

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VALUE ADDED OF THE SPECIAL EDUCATION TEACHER IN SECONDARY SCHOOL CO-TAUGHT CLASSES

Document Information:
Title:	VALUE ADDED OF THE SPECIAL EDUCATION TEACHER IN SECONDARY SCHOOL CO-TAUGHT CLASSES
Author(s):	Naomi Zigmond, David W Matta
Volume:	17 Editor(s): Thomas E. Scruggs and Margo A. Mastropieri ISBN: 978-0-76231-107-1 eISBN: 978-1-84950-270-2
Citation:	Naomi Zigmond, David W Matta (2004), VALUE ADDED OF THE SPECIAL EDUCATION TEACHER IN SECONDARY SCHOOL CO-TAUGHT CLASSES, in Thomas E. Scruggs and Margo A. Mastropieri (ed.) Research in Secondary Schools (Advances in Learning and Behavioral Disabilities, Volume 17), Emerald Group Publishing Limited, pp.55-75
DOI:	10.1016/S0735-004X(04)17003-1 (Permanent URL)
Publisher:	Emerald Group Publishing Limited
Article type:	Chapter Item
Abstract:	This naturalistic observation study sought to identify the activities undertaken by the special education co-teacher in co-taught high school content subject classes in urban, rural, and suburban high schools, and to understand the contributions of the special education teacher, the value-added, to the educational experiences of the students in the class. The work focused on what is accomplished when ordinary special education teachers go about doing their assigned co-teaching jobs. We found that, as a group and across subject areas, special education co-teachers spent more time in contact with students than not, and most of their contact time helping individual students or small groups of students through an assigned task. There were substantial differences in the distribution of co-teacher activities across subject areas.