THE IMPACTS OF CO-TEACHING ON ACADEMIC PERFORMANCE OF SPECIAL NEEDS STUDENTS FROM ECONOMICALLY DISADVANTAGED COMMUNITIES.
- Bulacan State University, Malolos, Bulacan, Philippines, B.S. in Civil Engineering, Avila University, Kansas City, MO, M.A. in Education-Teaching and Learning, Member- National Association of Special Education Teachers (NASET), Member- American Academy of Special Education Professionals (AASEP), Member- Omega Gamma Chi Honor Society for Special Education Teachers.
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Poor economic backgrounds of special need students pose a huge challenge on the academic performance of these students and it is evident that such students perform poorly than their peers. This literature addresses the impacts of poverty on the academic performance of special needs students and the impacts of co-teaching as a measure of improving the academic performance of special need students from economically disadvantaged communities. The findings indicate that co-teaching has shown positive results on the academic performance of special needs students as well as their social well-being. The paper then concludes that the policy makers, the teachers and the administrators in the education sector should put in place measures that enhance co-teaching in addition to other measures that aim at assisting special need students gain high academic performances.
[Raquel M. Tolentino. (2016); THE IMPACTS OF CO-TEACHING ON ACADEMIC PERFORMANCE OF SPECIAL NEEDS STUDENTS FROM ECONOMICALLY DISADVANTAGED COMMUNITIES. Int. J. of Adv. Res. 4 (Jun). 1495-1500] (ISSN 2320-5407). www.journalijar.com
