This Digest explores facets of collaboration between general and special education teachers that are different from earlier models. Inclusion of students with disabilities into the same class has brought about teams of general education and special education teachers working collaboratively or cooperatively to combine their professional knowledge, perspectives, and skills. Regular and special education teachers share goals, decisions, classroom instruction, responsibility for students, assessment of student learning, problem solving, and classroom management in the same classroom. The primary responsibility of general education teachers is to instruct students in curricula dictated by the school system; the primary responsibility of special education teachers is to provide instruction by adapting and developing materials to match the learning styles, strengths, and special needs of each of their students. Successful collaboration involves time, support, resources, monitoring, and persistence. Planning for effective cooperation should take place at the district, building, and classroom levels. In addition, education on collaborative skills, teaching techniques, subject area(s), disability, individualization, and accommodation should be incorporated into all teacher preparation and professional development programs. (Contains seven references) (LL)