Abstract:
The purpose of this study was to identify the teachers' readiness and
training needs for using co-teaching in inclusive schools, with respect to a
number of variables. The study employed the descriptive research approach.
The sample consisted of 213 teachers (female and male). The findings showed
that participants are ready to use co-teaching in inclusive schools. The findings
also indicated that there are significant differences between special education
and general education teachers for the favour of special education teachers.
As well, the findings pointed out there are higher levels of readiness to use
co-teaching for participants who had prior training. The findings also showed
that there are significantly differences for participants who had prior use of
co-teaching compared to those who had not. The findings also indicated that
there are high training needs on the use of co-teaching. Based on the findings,
recommendations were provided in order to effectively increase the level of
use of co-teaching in inclusive schools.