ABSTRACT

This exploratory research underscores Bandura’s social learning theory on collective agency to investigate co-teaching partners’ collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the current research, we investigate barriers to implementation of specialized reading instruction in co-taught classes. One hundred seven secondary special education co-teachers across the United States, who primarily teach students with learning disabilities, responded to a questionnaire about their co-teaching experiences and delivery of specialized reading instruction. Emphasizing the impact that co-planning has on barriers to the implementation of reading, our results indicate the moderating role of special educators’ perceived co-teaching benefits. Empirical findings are discussed, and implications for research and practice are offered.

摘要

这项探索性研究强调了班杜拉关于集体代理的社会学习理论，以研究合作教学伙伴在残障学生阅读指导方面的合作。个性化教育计划规定阅读的学生必须依靠特殊的教育者来提供此类指导。在当前的研究中，我们调查了在共同授课的课堂中实施专业阅读指导的障碍。全美的一百一十七名中等特殊教育共同老师主要教有学习障碍的学生，他们对他们的共同教学经验和专门阅读指导的问卷进行了答复。强调共同计划对实现阅读障碍的影响，我们的结果表明，特殊教育者所感知的共同教学利益的调节作用。讨论了经验发现，并提供了对研究和实践的启示。