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

Show simple item record Aldabas, Rashed A. Alhossein, Abdulkarim 2019-12-10T07:52:22Z 2019-12-10T07:52:22Z 2019-09-01
dc.description.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. en_US
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International *
dc.rights.uri *
dc.subject teaching individuals with disabilities en_US
dc.subject special education teachers en_US
dc.subject inclusive education en_US
dc.subject collaborative education en_US
dc.subject collaboration between teachers en_US
dc.title Teachers' Readiness and Training Needs for Using Co-Teaching in Inclusive Schools en_US
dc.identifier.doi http: //
dc.volume Volume 20 en_US
dc.issue Issue 03 en_US
dc.contributor.authorcountry Saudi Arabia en_US
dc.contributor.authoraffiliation College of Education King Saud University en_US
dc.source.title Journal of Educational & Psychological Sciences en_US
dc.abbreviatedsourcetitle JEPS en_US

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