Perceptions of Primary School Children About the Roles and Responsibilities of Teachers in Co-Taught Classrooms

Classrooms have become increasingly diverse worldwide. Respect for diversity, including the participation of students with disabilities/special educational needs in all aspects of school life, has made the need for adopting an inclusive education model pertinent. The present study has examined how Greek students with and without special educational needs perceive teachers’ roles and responsibilities, as well as their way of learning and participating during co-taught lessons. The sample consisted of 130 primary school children (aged 9–12 years), 16 of whom had special educational needs. Data were collected through the Co-Teaching Student Questionnaire and students’ drawings were analysed following the ‘Teacher Perception Coding List’. According to the results, students perceive that the general education teacher is mostly responsible for planning and implementing teaching, but both teachers, i.e., the mainstream and special education teacher, contribute to students’ learning and academic success. More specifically, students with special educational needs perceive the special education educator as a critical figure in the classroom, and they often seek support from him/her during the lessons. Also, the analyses of children’s drawings have revealed differences in the features (size, position, movements and age) of general and special educators. This research is original in that it offers a novel insight into how students perceive the co-teaching model and the role of teachers in Greek co-taught classrooms. It also gives valuable information on inclusive teaching practices that co-teachers could implement. Students’ perceptions of teachers’ roles and responsibilities can reveal challenges or successful practices of inclusion, thus acting as a valuable tool for both educators and researchers.