The Characteristics Of A Special Education Teacher And Pull-Out Model For Students With Disabilities

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The characteristics of a special education teacher in an inclusion class have been a joint collaborative effort along with the lead teacher. Previously, services were provided outside school grounds or in the general classrooms. Presently, services are provided in the general classrooms (push-in) utilizing a co-teaching approach. Despite the benefits of co-teaching as an instructional model, there is shockingly little literature on the adequacy of this approach (Tremblay, 2013, p. 251). A study was performed where Rea, McLaughlin and Walther-Thomas (2001) compared two models for students with disabilities. A push-in model with co-teacher and pull-out model in a resource classroom. In comparison with other groups, the findings suggested that co-teaching, as suppose to solo-teaching for students were predominantly more successful in obtaining higher scores in language expressions, math and science. Hang and Rabren (2009) showed that the rate of progress for students with disabilities was no different than students without disabilities. The findings demonstrate that inclusion along with co-teaching is essential for student accomplishment on state standardized tests.
In spite of Fontana’s (2005) observation that collaborate models such as whole-class, team teaching is effective in reading/written expressions, in which results tend to show the reverse for mathematic outcomes. Despite limited facts, the results in math for students with specific learning disabilities under the

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