Date of Degree


Degree Name

Ed.D. (Doctor of Education)


Department of Leadership, Educational Psychology, and Foundations (LEPF)


Patrick Roberts

Committee Members

James Surber, Kelly Summers


co-teaching, least restrictive environment, special education. administrative support


This dissertation investigates the perspectives of educators with the aim of enhancing support for the practice of co-teaching. Co-teaching, an inclusive instructional strategy involving collaboration between general and special educators, holds promise for diverse student populations. However, its effective implementation requires adequate support structures. This research employs a qualitative approach, employing interviews grounded in narrative inquiry and supplemented by a corresponding survey. The key findings illuminate critical areas where principals can enhance support for co-teaching practices within their schools. Through analysis, three primary categories emerged: resources, autonomy, and efficacy. General and special educators identified these areas as pivotal for successful co-teaching endeavors. The implications of these findings underscore the necessity for educators to receive more frequent and robust professional development and resources in the identified categories. By addressing these needs, educational institutions can cultivate environments conducive to effective co-teaching practices, thereby enriching the educational experiences of diverse student populations. This research contributes valuable insights towards fostering collaborative teaching practices, ultimately striving towards inclusive and equitable educational environments.


Northern Illinois University

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