Analysis of the implementation of a special education consultative co-teaching model in Iowa high schools

Mandates of the 2001 No Child Left Behind (NCLB) and 2004 reauthorization of IDEA have accelerated the movement toward inclusion making it imperative that students with disabilities have access to the general education curriculum taught by highly qualified teachers to the maximum extent possible (Friend, 2006). The Iowa Department of Education introduced the consultative (co-teaching) model (2006) as one means for fulfilling the NCLB requirement that all students be taught by highly qualified teachers. This study examined the level of implementation of the components Iowa Department of Education's consultative (co-teaching) model by Iowa high schools and the teacher and administrative factors influencing this implementation. Student achievement levels among high and low implementing schools were analyzed to determine the effect of the implementation of the consultative (co-teaching) model on the high schools' ability to meet performance targets.;A survey instrument was used to collect quantitative data. Written comments from survey participants and focus group interviews with special and general education coteachers provided qualitative data. The study consisted of a sample population of 100 randomly and purposively selected high schools of which 55 participated representing 15% of Iowa high schools. A total of 242 special and general education co-teachers completed the survey. Three high schools were purposively selected for focus group interviews from survey participants.;Quantitative results indicated and qualitative data supported (to a lesser extent) that Iowa high schools were implementing four of the five components of the co-teaching model these included: philosophy, individual prerequisites, professional relationships, and classroom dynamics. The fifth component, external supports, was the least implemented component. Separate Pearson's coefficient alpha correlation tests found teacher and administrative factors were significantly correlated with the implementation of the co-teaching model.;Separate independent t tests were applied to 2006-07 and 2007-08 ITED achievement data. Results indicated no significant effect of the implementation of the coteaching model on reading comprehension and math student achievement of 11th grade students with disabilities between high and low implementing high schools. Sample size and early implementation may have limited the power to detect statistical significance.;The significance of the study will assist local, state, and national educational leaders as they lead the implementation of inclusive practices and strive to meet state and federal performance goals. Results will assist the Iowa Department of Education and Great Prairie AEA in planning for statewide and area professional development to support co-teachers.