Over recent decades, a challenge faced in public schools in the United States is the appropriate education of students with disabilities (SWDs) in inclusive classrooms. The problem this study addressed is that, despite the implementation of inclusive practices, SWDs in a small rural school district in Virginia have low achievement rates. The…

Preventing negative perceptions towards co-teaching among co-teachers is essential to overcoming barriers in today's inclusive school environments. In the ideal co-taught classroom, both the general education teacher and special education teacher work collaboratively to ensure special needs students have the same access to the general curriculum…

This non experimental quantitative study investigated the perceptions of general education and special education teachers towards co-teaching in three Title I school districts located in rural and suburban central Virginia. The researcher's intent was to ascertain resolutions to the following issues: 1) Does General education and special education…

In this multiple case study, we apply sense-making theory to examine and compare how middle school special and general educators perceive and respond to teacher evaluation reform, including formal classroom observations, informal walk-throughs, and student growth measures. Our findings reveal that special educators experience conflict between the…