School of Education


Doctor of Philosophy


Meredith Park


collaborative teaching, co-teaching, post-pandemic, inclusive education




The purpose of this qualitative case study was to discover educators’ perceptions of the challenges and benefits of collaborative teaching post-pandemic in inclusion classrooms throughout various New York public schools. The study focused on the central research question, what are the main advantages and disadvantages of collaborative teaching in inclusion classrooms post-pandemic? The theoretical framework guiding this study was the theory of self-efficacy, which examines educators' perceptions, beliefs, and confidence in their abilities to succeed co-teaching within inclusive classrooms. The design is an instrumental case study methodology, enabling a comprehensive analysis of the phenomenon under investigation. This study utilized a range of data collection methods, including interviews, surveys, and a focus group and triangulation was employed to provide a more comprehensive understanding of the research topic. Participants were selected based on a set of criteria and the study took place virtually. Triangulation was employed, utilizing data gathered from multiple methods to provide a more comprehensive understanding of the research topic. The collected data was analyzed through thematic analysis to identify commonalities and patterns within the data. The study resulted in three emerging themes including (1) challenges instructing students post-pandemic, (2) benefits of co-teaching in inclusive education, and (3) support from administration. Keywords: inclusion, collaborative teaching, special education, Every Student Succeeds Act, Individuals with Disabilities Act.

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