School administrators' support is vital in changing the culture of any educational setting. The purpose of this qualitative descriptive study was to explore how school administrators describe their support of co-teaching practices in high school inclusive classrooms in the northeastern Tri-state region of the United States. The Social Justice…

Historically, students who are identified with a learning disability have struggled with the acquisition of new material. Co-teaching is a model of instruction in which a certified special education teacher works alongside a content teacher to deliver instruction within an inclusion classroom. This research project used a qualitative methodology…

Co-teaching is a social justice pedagogy that can increase educational access to groups of students who have historically been underserved and segregated in their schools. However, a school leader's failure to ensure inclusive cultures and critical support is its greatest obstacle. This retrospective, written by a former administrator and a…

This qualitative case study explored the methods of how one Mid-Atlantic suburban school district implemented the inclusive practice of co-teaching at the secondary level to examine its effectiveness. Two high schools were evaluated through interviews with co-teachers who implemented this inclusive practice and administrators who supervised and…

The No Child Left Behind Act and the Individuals with Disabilities Education Act prompted schools to explore better methods of educating all students. Collaborative teaching was presented as a solution where a general education teacher and a special education teacher work together with a group of diverse learners. The problem was the perceptions…

The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a…

Knowledge of instructional strategies in cotaught K-12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and…

Co-teaching is a service delivery model employed to establish inclusion. The lack of evidence supporting the use of co-teaching is the problem addressed. The purpose of this qualitative case study was to improve the inclusive experiences and outcomes for students by determining the role teacher self-efficacy plays in the co-teaching experiences of…

Student achievement in education and inclusive support for students with special needs has been a deliberated topic at the federal, state, and local levels of government. The co-teaching approach aims to provide ways for two teachers to work together to create a more inclusive classroom. The co-teaching approach is also known as co-teaching models…

As schools adopt more inclusive practices, educators increasingly collaborate and co-teach to meet the needs of diverse learners. Co-teaching has been found to have benefits for students across elementary and secondary grades. However, there is a need for teacher educators to provide more preservice training in collaboration and in co-teaching.…

Students with disabilities are increasingly participating in co-taught classes where they have access to the general curriculum. However, researchers have discovered that co-teaching often resembles solo teaching and does not include specially designed instruction shown to be effective for students with disabilities. How can middle and secondary…

The Individuals with Disabilities Education Act mandates that all school districts provide a free appropriate public education to students with Individualized Education Plans in their least restrictive environment. Co-teaching in inclusion classrooms is a collaborative effort, with a general education teacher and a special education teacher, to…

Co-teaching may be a promising strategy to improve inclusive secondary mathematics education in rural schools. Professional development (PD) aids in special and general education teachers' co-teaching implementation, yet little empirical research examines how to effectively train and support co-teachers. In this study, we describe one U.S. state's…

As schools turn towards co-teaching models to implement inclusion practices (US Department of Education, 2010), teachers are increasingly being asked to operate with a co-teacher (Scruggs et al., 2007). However, most research on co-teaching remains at the survey level; it does not examine factors that may influence co-teaching relationships over…

Coteaching is becoming a common practice in secondary classrooms as a way to provide special education services to students with disabilities (SWD). Effective coteaching supports an inclusive philosophy of schooling by creating appropriate learning spaces for diverse learners, allowing learners access to general education curricula, building a…