Public education in the United States has consistently and persistently failed significant numbers of students of color labeled with dis/abilities in terms of providing a quality education that leads to graduation. DisCrit theory provides a lens for understanding the impact of students' intersectional, marginalized identities of race and…

Drawing on Bandura's social learning and social cognitive theory, we empirically investigate contextual factors that may influence perceived benefits of coteaching for teachers. Special and general education coteachers have reported that necessary contextual factors for them to be effective include: sufficient coplanning time, relationship…

The field of special education is in flux, with high shortages and attrition and increasing requirements around quality teachers and teaching contexts. In this study, we explore how preservice teachers develop identities as special education-certified teachers within this context. Data include focus groups, admissions essays, and class assignments…

This paper is an extension of a prior research project where Kenyan primary school teachers began using inclusive education strategies that proved beneficial for meeting the needs of diverse primary school students. Specifically, this paper highlights a project where these inclusive practices were expanded to a second region of western Kenya. This…

Co-teaching is a promising practice for educating students with disabilities in regular education classes. However, teachers often report being given co-teaching assignments without requisite training. Without adequate preparation, many teachers have difficulty conceptualizing co-teaching as a model and working collaboratively as teaching…

A total of 77 teachers working in inclusive settings in North Eastern USA were surveyed regarding their perceptions of the barriers that may hinder the use of co-teaching. Results indicated that (a) teachers lack the necessary skills required for implementing co-teaching, and (b) co-teaching may require a lot of resources for its successful…

In this interview study, three middle school students with disabilities and seven without disabilities were interviewed about their experiences in a co-taught classroom. Also, data from their co-teachers who taught mathematics, social studies and science were gathered. Both students and teachers reported that co-teaching provides extra help for…

This article examines the use of a range of co-teaching models when teaching mathematics. The approaches suggested have potential for all students, but in this instance their importance as a pedagogical approach with students with special educational needs (SEN) in inclusive classrooms is considered. The study was based in the first-year…

Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers'…

Many Black men interested in special education careers enroll in alternate route special education programs over traditional preparation programs. However, there is little research that focuses on their reasons for choosing special education alternate route programs and what makes these programs an effective choice for Black men pursuing teaching…

Two studies aimed to document the process of preparing for and teaching collaborative education courses and to determine students' perception of collaboration and inclusion as a result of taking the course. Two sessions of collaborative teaching run by different professor dyads were studied over two 10-week quarters at a large public university.…

This study reports practices implemented in over 2,000 minutes by 16 middle school special education and general education co-teaching pairs in English language arts classes. We report the extent to which teachers integrated literacy activities that support reading comprehension, the co-teaching models used, and the frequency with which each…

Faculty (N = 154) from approved Tennessee teacher education programs across the range of disciplines responded to an online survey designed to assess the extent to which they practice, teach, and express confidence in co-teaching, collaboration and implementation of universal design for learning (UDL). Faculty strongly endorsed items indicating…

Collaboration among professionals is a vital component for successful inclusion of students with disabilities. In many cases, teacher preparation programs assume that teacher candidates know how to collaborate without explicit instruction or authentic practice and, therefore, omit coursework on collaboration. Alternatively, some programs may…

This study focused on primary teachers' views of co-teaching approaches in addressing the learning needs of pupils with special educational needs (SEN) in multi-grade classrooms in Irish primary schools. A case study incorporating a mixed methods approach was chosen. Views of 22 multi-grade and special education teachers (SET) were ascertained…