Teachers' Readiness and Training Needs for Using Co-Teaching in Inclusive Schools

Abstract

The purpose of this study was to identify the teachers' readiness and training needs for using co-teaching in inclusive schools, with respect to a number of variables. The study employed the descriptive research approach. The sample consisted of 213 teachers (female and male). The findings showed that participants are ready to use co-teaching in inclusive schools. The findings also indicated that there are significant differences between special education and general education teachers for the favour of special education teachers. As well, the findings pointed out there are higher levels of readiness to use co-teaching for participants who had prior training. The findings also showed that there are significantly differences for participants who had prior use of co-teaching compared to those who had not. The findings also indicated that there are high training needs on the use of co-teaching. Based on the findings, recommendations were provided in order to effectively increase the level of use of co-teaching in inclusive schools.