Consultative vs. Co-Teaching Models of Inclusion
Lynn L. Savage
May 2004
The purpose of this study was to determine which of two inclusion models, co-teaching
or the consultative method, leads to the most successful integration of special needs
students into the general education setting. This study was conducted in 2003 with six
students with special needs placed in a general education fifth-grade classroom. A
repeated measures design was used to record academic progress made during each
intervention and the degree to which the students with special needs were included in
class instruction. Quarterly benchmark assessments and inclusion surveys were used as
measuring tools. At the close of each quarter, the benchmark assessments were scored
and the scores were entered in the corresponding table. Likewise, the inclusion specialist
observed the class quarterly and recorded his scores. Upon completion of each quarter
and again at the end of the school year, progress was measured based on the scores. At
the conclusion of the study it was evident that most progress was made when the special
educator co-taught with the general educator and was available on a daily basis to
collaborate with the general educator. In addition, the degree of inclusion noted in the cotaught group was higher than in the consultative group.