Consumer Perspectives on the Collaborative Teaching Model

Abstract

Collaborative teaching, or co-teaching, is a service delivery option frequently being selected to support students with learning disabilities (LD) in general education classrooms. Despite a wealth of literature on collaborative teaching, little empirical data exist about this model. Moreover, little is known about the consumers of collaborative classes, that is, students and their parents. This article reports the findings of research employing focus groups to study the perspectives of students with and without LD and their parents regarding collaborative teaching. Responses of students and parents reflect a high level of satisfaction with the model, with students' self-esteem and academic understanding increasing. Concerns include poor communication regarding the model to parents, the need to ensure alternative models when students do not make progress in co-taught classrooms, and lack of continuity of the model across grade levels.