| Collaborative teaching has become one of the most common instructional environmental settings for generalized and specialized learners across the field of education. This study focused on the implementation of four new collaborative teaching methods for four teachers that worked with students in special and general education in a seventh and eight grade setting in a suburban middle school. Data collection methods for the 4-week study included anonymous pre and post intervention teacher and student intervention questionnaires, personal interviews of teachers and students, and a teacher researcher journal. Results showed that an increase in student learning was documented when teachers were consistently switching roles teaching and collaborating more frequently than prior to the intervention. The general education teachers felt more comfortable taking responsibility for their special education students' learning habits after the new strategies were implemented. Additionally, students felt more comfortable addressing both teachers for assistance and enjoyed learning from two different teachers in the same classroom setting. |
