Co-­teaching is the newest initiative to be implemented in school districts. Students with special needs can no longer be simply physically "included" in general education classes. These students need and deserve authentic opportunities to access and participate in the curriculum. To accomplish this goal, co-­teaching has been embraced.…

Response to Intervention (RTI) is a process by which schools identify students with disabilities using research-based interventions. As schools across the United States struggle to redefine district structures and processes required for RTI, special education administrators have become primarily responsible for implementation. Research describing…

This study examined the effects of in-service training with performance feedback on preschool teachers' use of classroom preventive practices. Three practices designed to prevent challenging behavior were selected: transition preparations, rule reminders, and social-emotional teaching strategies. Following a brief training on each practice,…

As a service delivery option for students with disabilities, coteaching continues to gain popularity. Successful coteaching largely rests upon the compatibility of coteachers. Sometimes conflict may occur when two teachers with different backgrounds and views work closely together. This article focuses on why conflict is inevitable in cotaught…

This qualitative action research study examined teachers' perceptions about co-teaching and its effectiveness as an instructional model for students with disabilities. One-on-one interviews were conducted with eight elementary and secondary teachers from a medium sized school district located in Southwest Ohio that has a students' with…

The slogan "Nothing About Us Without Us" has been used by disability rights activists to argue that any activity that affects people with disabilities should involve people with disabilities in leadership roles. At the University of New Hampshire, several graduate and undergraduate courses dealing with disability issues were co-taught by…

What would schools and classrooms look like if they truly mirrored our democratic ideals? In this issue of the Occasional Papers, five authors explore current and historical questions related to the inclusion of children with disabilities in public schools. The history of educating children with disabilities--an ongoing civil rights issue--has…

A study explored associations between co-teachers' (n=20) perceptions of similarity (in philosophical beliefs, personal characteristics and traits, and professional style) with one another and two quality outcomes. With disability status controlled for, there was a significant relationship between the co-teacher relationship and quality of the…

This paper describes co-teaching as a collaborative, equal relationship between a regular classroom teacher and a special educator which allows for meeting the needs of a greater number of students with disabilities within a single regular classroom program. The co-teaching relationship is thought to develop through a series of three stages: (1)…

This article describes four ways experienced co-teachers, especially regular and special educators, can maintain mature co-teaching relationships. Celebrating accomplishments, re-evaluating team goals, sustaining equitable practices, and maintaining continuous improvement are suggested as specific strategies for keeping the co-teaching…

The report presents the history and accomplishments of a mainstreaming program involving an exchange of professional skills among a special education teacher and four regular education teachers of high school English classes in Milford, Massachusetts. Based on results of a teacher survey, a team-teaching program was devised which stressed a…