협력교수가 일반학생과 학습장애학생의 사회과 학업 성취도에 미치는 영향 = Effects of Co-teaching on the Achievement of Social Studies of Students with Learning Disabilities and without Disabilities

다국어 초록 (Multilingual Abstract)

This study was intended to investigate the effects of co-teaching between special education teachers and general education teachers on the achievement of social studies of students with learning disabilities and without disabilities. Four classes composed of 133 students without disabilities and 20 students with learning disabilities were drawn from the fifth grade classes of one elementary school located in Seoul. While two classes made the experimental group, two classes made the control group. Two special education teachers and two general education teachers participated in co-teaching of social studies for two experimental classes. Each of these tow class consisted of 34 without disabilities and 5 students with learning disabilities. In both experimental and a control groups, one general education and one special education teacher participated in teaching; however, co-teaching was implemented in only the experimental group. While one general education teacher and one special education teacher implemented co-teaching of social studies to the experimental group four times a week over four weeks, the control group students were taught by one general education teacher who was assisted by one special education teacher. The dependent variable, the achievement score of fifth grade social studies of the experimental group students were measured at a pre-test and compared with the two scores of the control group students by t-test using SPSS/WIN. For both students with learning disabilities and without disabilities, significant differences were found between the experimental and control groups in the achievement scores of social studies, showing significantly higher scores in the experimental group where co-teaching was implemented by special and general education teachers. The results obtained in this research indicated that co-teaching was an effective teaching approach which could be aimed to improve the level of academic achievement scores of students with diverse abilities in inclusive education classrooms. Finally, this study could provide an empirical data showing the positive effects of co-teaching between special and general education on the scores of academic achievement of all students included in general education classes. Finally, some limitations of this study and suggestions for future research were provided.