title: Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers.
abstract: This study examined the perceptions of teams of two teachers, one deaf and one hearing, team-teaching students who are deaf and hard-of-hearing (D/HH) in co-enrolled classrooms. Five teachers who had worked in teams and their supervisor were interviewed about their team-teaching experiences and their perception of the effectiveness of this approach. Informants' responses were videotaped, transcribed, and analyzed. From the interview data, four main categories were identified: (1) philosophy of education, (2) perception of roles, (3) benefits of team-teaching, and (4) challenges. Findings revealed that team-teaching in co-enrolled classrooms gave all students access to their own and each other's cultures, languages, and social identities; deaf and hearing people were seen to have equality of status and students who are D/HH were seen to benefit from teachers' high expectations.
authors.affiliation: University of Arizona, College of Education, PO Box 210069, Tucson, AZ 85721-3821, USA.
authors.forename: C
authors.initials: C
authors.lastname: Jimenez-Sanchez
authors.forename: S
authors.initials: S
authors.lastname: Antia