Co-teaching in Polish primary schools: model of cooperation and benefi ts for students

Abstract

The aim of the study presented in this article was to analyse the ways of co-teaching organization used by Polish teachers, and to observe what kind of benefits those ways bring to students with and without statements of special educational needs. Nine hundred and eleven students (including 208 with statements) from integrative classes across Poland took part in the study. The students filled in the Polish version of the questionnaire "Which teacher?" (King-Sears et al., 2014). It was found that in Poland dominates the co-teaching model known as "One Teach, One Assist". However, teachers relatively often exchange roles. Special educators engage more intensively in educating students with statements than typically developing students, as well as students younger than older. Importantly, though, not only students with statements benefit from personalized support given by special educators. Many typically developing students benefit from it as well. Thus, co-teaching creates an advantageous educational environment for all students in the classroom.