The impact of the co-teaching model on students with disabilities in Kazakhstan: a case study
DOI:
https://doi.org/10.47197/retos.v73.117457Keywords:
Co-teaching, Disabilities, Inclusive education, Physical educationAbstract
Introduction: Inclusive education has become an essential component of modern educational systems, but empirical research in Kazakhstan remains limited. There is a particular lack of studies addressing the practical implementation and effectiveness of co-teaching models in inclusive physical education settings.
Objective: The study aimed to assess the effectiveness of a co-teaching model in improving physical activity, motivation, and social-emotional development among students with disabilities in inclusive physical education classes.
Methodology: A quasi-experimental design with a control group was employed. The co-teaching model was implemented during physical education lessons in inclusive classrooms, and data were collected to compare outcomes between the experimental and control groups.
Results: The findings indicated that the co-teaching model significantly enhanced students’ physical activity, increased their motivation to participate in physical education, and improved social inclusion. These outcomes demonstrated the positive impact of collaborative teaching on both educational and social dimensions of inclusive learning.
Discussion: The results were consistent with previous international studies highlighting the benefits of co-teaching in promoting inclusion and student engagement. However, this research provided new evidence relevant to the Kazakhstani context, where such models are not widely applied.
Conclusions: Implementing co-teaching in inclusive physical education is an effective approach to fostering participation, motivation, and social-emotional well-being among students with disabilities. this practice should be adopted more broadly to enhance the quality of inclusive education and health outcomes in schools.
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