This article presents a review of qualitative research on interprofessional cooperation between regular teachers and special educators published from 2005 to 2019. The aim of the review was to gain knowledge about how different forms of cooperation take shape and about factors at multiple levels that facilitate or constrain cooperation as a means…

Co-teaching is the instructional practice in which general education teachers and special education teachers work together to provide instruction to students with and without disabilities in the general education classroom. The purpose of this study was to identify the barriers that co-teachers in Grades K-12 face in implementing effective…

Co-teaching is a social justice pedagogy that can increase educational access to groups of students who have historically been underserved and segregated in their schools. However, a school leader's failure to ensure inclusive cultures and critical support is its greatest obstacle. This retrospective, written by a former administrator and a…

Co-teaching has become a well-known way of working among Finnish teachers in recent years. Teachers' collaboration is becoming increasingly important in light of the rising number of diverse students in regular classes. In an ideal co-teaching context, teachers collaborate as equals, recognise and respect each other's skills and competencies, and…

Knowledge of instructional strategies in cotaught K-12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and…

This study explored the perceptions of general and special education teachers. The theoretical framework set the foundation for the literature review and provided insight to the proposed conceptual model called, The Trifecta. This non-experimental, quantitative, descriptive study used an online survey to learn to what extent elementary co-teachers…

There are many influences that impact the daily work of both teachers and administrators at schools. From the choices made in classrooms, to those that focus of specific curricular choices, to the priorities made when planning for individual instruction, and even how non-instructional planning time is spent, teachers and administrator's days are…

Co-teaching is highlighted as an opportunity to develop inclusive practices. This study aimed to investigate how teacher candidates experienced co-teaching during supervised teacher training periods. Data were collected through pair interviews and questionnaires (N = 22). The analysis was conducted through thematic analysis. Results show that the…

This qualitative study is a follow-up to an initial large-scale case study on the implementation of a co-taught curriculum in one California teacher preparation program. In a continuation of the initial case study, this follow-up study examined faculty perceptions of the necessary course attributes, resources, and attitudes for a successful…

The purpose of this study was to explore the perspectives of general and special education teachers regarding the barriers to the successful implementation of co-teaching in inclusive classrooms at an elementary school in the state of Colorado. The research employed observations and semi-structured interviews with eight co-teachers. By employing…

Students with special needs are being integrated into general education classrooms. To accommodate these students, schools are using an instructional delivery method with two teachers, one general education and one special education in the same classroom. The goal of this qualitative study was to understand perceptions of general and special…

The COVID-19 pandemic presented new challenges for educators who teach students with disabilities (SWD). Research on the experiences of SWD during the pandemic is limited, but what is known suggests that SWD access to services and supports declined during the pandemic and that steeper learning losses are likely. Pandemic interruptions may be…

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…

This exploratory research underscores Bandura's social learning theory on collective agency to investigate co-teaching partners' collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the…

The objective of this study was to determine the relationship aspect of the challenge, readiness, and the role of special education teacher (SET) in implementing common approaches in inclusive classrooms. Experiences as a moderator were used to see the effect of the co-teaching component. This study used a sampling method that involved 240…