Journal Article

Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers.

C Jimenez-Sanchez and S Antia

in The Journal of Deaf Studies and Deaf Education

Volume 4, issue 3, pages 215-224
Published in print January 1999 | ISSN: 1081-4159
Published online January 1999 | e-ISSN: 1465-7325 | DOI: http://dx.doi.org/10.1093/deafed/4.3.215
Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers.

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This study examined the perceptions of teams of two teachers, one deaf and one hearing, team-teaching students who are deaf and hard-of-hearing (D/HH) in co-enrolled classrooms. Five teachers who had worked in teams and their supervisor were interviewed about their team-teaching experiences and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed, and analyzed. From the interview data, four main categories were identified: (1) philosophy of education, (2) perception of roles, (3) benefits of team-teaching, and (4) challenges. Findings revealed that team-teaching in co-enrolled classrooms gave all students access to their own and each other's cultures, languages, and social identities; deaf and hearing people were seen to have equality of status and students who are D/HH were seen to benefit from teachers' high expectations.

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Subjects: Education ; Linguistics ; Teaching of Specific Groups and Special Educational Needs

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