A Case Study of the Implementation of Co-teaching in a STEAM Elementary Magnet School in a Midwestern State

Abstract

Although research is limited on the effectiveness of co-teaching as a service delivery model for students with disabilities, through observation, many educators have reported positive outcomes with co-teaching (Beninghof, 2011). This case study was designed to examine the implementation of co-teaching in an elementary magnet school in a Midwestern school district driven by science, technology, engineering, arts, and mathematics (STEAM) and with a strong emphasis on personalized learning. General education teachers, special education teachers, and administrators were interviewed three times during the initial implementation school year. In addition, journaling was documented by three of the participants, and co-teaching fidelity checks were completed by the school district’s Executive Director of Special Services. After information was gathered and analyzed, it was discovered both students with and without disabilities benefit from co-teaching as a service delivery model. It was also noted there are similarities between the benefits and challenges in a traditional co-taught classroom and a co-taught class in a STEAM elementary school with an emphasis on personalized learning. The benefits of co-teaching far outweigh the detriments. It was further discovered the success of co-teaching is attributed to the pairing of co-teaching partnerships. Finally, the participants shared the need for special education administrators to play a more active role in professional development and the sustainability of co-teaching.