Co-teaching was originally conceived as a way to push student with special needs into general education so that they could access the general curriculum alongside their peers. What was often lost, however, was the meticulous attention to these students' special needs, as identified in their individualized education programs (IEPs). In this article, co-teaching guru Marilyn Friend describes how co-teaching has evolved to recognize the rights of students with disabilities to receive specially designed instruction that is directly connected to their IEP goals. She gives examples showing how co-teachers incorporate specially designed instruction into well-known co-teaching approaches like station teaching, parallel teaching, and alternative teaching. This kind of co-teaching, she says, "enables students to access the general curriculum in meaningful ways, but without leaving behind the specialized instruction to which they are entitled."