| Co-teaching in inclusive, content classrooms is becoming increasingly more popular as schools work toward the inclusion of significantly more students with special learning needs in the general education environment. Inherent in every classroom environment is the expectation of teacher-student interactions. It is often the relationship between the teacher and the student that provides opportunities for student achievement and success. The daily interactions that occur between teachers and their students set the tone for the successes and failures that may be realized as a result. The purpose of this study, therefore, is to explore and identify both the context and frequency of interactions that occur between teachers and their students in inclusive, co-taught classrooms in four middle schools in southern West Virginia.;Case study design was used for the study. Both within-case and cross-case analysis were constructed from data that was collected from interviews of co-teacher pairs (both individual and in pairs), observations of co-taught classes, and frequency tabulations of the observed interactions between teachers and their students during instruction. Transcripts from each interview and field notes were prepared and coded for the case studies that were written. In-case and cross-case analysis revealed multiple findings specific to both the current and future practice of co-teaching as a means of delivering instruction to students with special learning needs in inclusive, content classrooms. Additionally, recommendations for future research are suggested. |
