UCLA

ABSTRACT OF THE DISSERTATION

Crossing the Special-General Education Divide at the Post-Secondary Level:

Observations and Outcomes of Co-Teaching across Curricula

By

Talya Louise Drescher

Doctor of Philosophy in Special Education

University of California, Los Angeles, 2015

California State University, Los Angeles, 2015

Professor Sandra Graham, Chair

This dissertation contains two case studies aimed at expanding the body of literature on the topic of collaborative teaching in pre-service education programs designed to prepare general and special education teachers in collaboratively taught courses. The intention of the study was to document the process of preparing for and teaching collaborative education courses, and to determine students' perception of collaboration, inclusion and disability knowledge as a result of taking the course. Two different sessions (Study 1 and Study 2) of collaborative teaching run by different pairs of teachers were each studied over a 10-week quarter at a large public university. Multiple sources of data were collected over the 10 week quarters, including observations, focus groups, document review, and pre- and post-course survey responses.

Study 1 professors largely demonstrated the "one teach, one assist" method of collaborative teaching, most often delivering lectures independent of one another. Study 2 professors meticulously planned each session before class to model co-teaching and utilize the infusion method of teaching collaboration and disability for six shorter segments during the 10 week quarter.

Qualitative findings suggest that there are positive student outcomes regardless of collaborative model utilized. Benefits include an opportunity for students to witness professors modeling collaboration; a practice required of many general and special educators to include children with disabilities in general education classes, and an opportunity often missing in pre-service programs. By using the infusion model of teaching disability as modeled in Study 2, positive outcomes increased further. Quantitative findings demonstrated significantly increased knowledge of disability for Study 2 general education participants. Additionally, qualitative findings show among Study 2 participants, a greater willingness to collaborate with peers in class and in the workplace.

Ultimately, modeling collaboration and a positive attitude toward disability, collaboration, and inclusion provides professors an opportunity to help guide and shape pre-service teachers' attitudes toward collaboration. Additionally, the infusion model of teaching disability shows great promise for providing disability knowledge to general education pre-service students who may otherwise receive minimal disability related coursework.