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Journal of Deaf Studies and Deaf Education, Vol 4, 215-224, Copyright © 1999 by Oxford University Press

ARTICLES

Empirical paper. Team-teaching in an integrated classroom: perceptions of deaf and hearing teachers

C Jimenez-Sanchez and S Antia
University of Arizona, College of Education, PO Box 210069, Tucson, AZ 85721-3821, USA; Corresponding author; e-mail: santia@u.arizona.edu.

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.
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