Date

6-2015

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Amy McLemore

Keywords

co-teaching, general education, inclusion, special education, standardized testing

Disciplines

Disability and Equity in Education | Education | Educational Methods | Special Education and Teaching

Abstract

Federal legislation has mandated that all students, including students with disabilities, perform at or above a certain level on standardized tests. Students with disabilities consistently have scored below the required minimum score. Educators have begun implementing co-teaching strategies in the general education classroom in order to better serve the students with disabilities. This has caused concern among some parents and other educators as to how the inclusion of special education students in the general classroom will affect the achievement of general education students. This quantitative study is designed to gather data from the math section of the Criterion Referenced Competency Test (CRCT) from four middle schools in South Georgia. This data will be gathered in order to review the scores of general education students in the co-taught environment. The study will employ the causal/comparative (ex post facto data study) design to collect the needed data.

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