Student understanding of content can be dependent on the pedagogies that co-teachers plan and implement, regardless of which co-teaching model they use. However, when co-teachers vary instruction using different co-teaching models, secondary students with and without disabilities have more opportunities to take advantage of having two teachers and…

Since the inception of ESEA of 1965 student achievement has been one focus on public education. Fast-forward to NCLB of 2001, a reenactment of the ESEA of 1965; school leaders have been pushed to demonstrate student achievement to all learners. With increased demands to close the achievement gap and track struggling learners co-teaching models…

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…

Beginning special education teachers today are highly likely to be asked to co-teach with general education teachers at some point in their career. Besides supporting their students, new special education teachers may be tasked with persuading their colleagues to try out both new methods of collaboration and unfamiliar models of instructional…

Nearly 63% of students with disabilities are included in general education classrooms for some part of their day, and at the high school level, 79% participate in state reading and math assessments (U.S. Department of Education, 2016). Middle and high school classes pose particular challenges because, unlike elementary classrooms, they are usually…

The purpose of this study is to determine if changes were found in students and staff involved in the co-teaching intervention. Data points were gathered from multiple sources which include students and staff. The study was focused on academic achievement as well as student and staff perceptions of academic performance, student engagement,…

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.…

Purpose: Following recent federal legislation and related policy changes, co-teaching evolved rapidly as a strategy to provide students with disabilities access to the same curriculum as students without disabilities while receiving instruction in the least restrictive environment. It is unclear if co-teaching is an effective instructional…

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…

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…

Virtual education in the United States continues to be a popular option for K-12 students. The enrollment in full-time virtual schools not only represents typical learners but a growing number of students with disabilities, including low-incidence disabilities. In some states, this population exceeds the state-wide average percentage of students…

The purpose of this study is to interview high school teachers of English Language Arts and special educators who are partners in a co-teaching model. It is important to understand the perceptions of teachers using co-teaching models to learn about the strengths of the program, as well as areas for improvement. In 1975, public education changed…

Co-teaching is a model of inclusive instruction that has become increasingly popular throughout schools as a way to meet the needs of students with disabilities in general education settings. Despite being the focus of significant educational research for more than two decades, traditional deficit discourses of disability persist in educational…