Co-teaching as a service delivery model requires a special education teacher and a general education teacher to efficiently and effectively collaborate in the same classroom, providing support to students with disabilities in the general education setting. With the vast changes and demands of the educator and the student population in today's…

Co-teaching has emerged as a strategy for ensuring that SWDs are taught to the general education curriculum while receiving specially designed instruction within the least restrictive environment (LRE) appropriate to their needs. One of the most important components of co-teaching is the relationship between the two teachers (Kohler-Evans, 2006),…

In literature, co-teaching is mostly defined as an instrumental and pedagogical means delivered by collaborating special and regular teachers, from which students with and without special educational needs benefit in regular schools. The importance of a shared vision on the part of members of co-teaching teams as to what they consider as good…

In an effort to meet the needs of special education students in inclusion classrooms co-teaching is typically utilized as a service delivery model. Research has identified a number of benefits to co-teaching however, a number of obstacles have been found to inhibit its effective implementation in secondary schools. High school special education…

The purpose of this qualitative case study was to explore the development of co-teaching relationships in a high school setting in a small rural Georgia community. This study also explored how high-school special and general education teachers constructed collective efficacy beliefs that affected the development, implementation, and sustainment of…

The Individuals with Disabilities Education Improvement Act of 2004 states that individualized education program (IEP) teams are composed of members with distinct identities, roles, expertise, and histories. Although team members must work together to implement educational and related services for learners with special needs, little is known about…

Self-reports of primary and secondary school teachers who teach in general and special education classrooms in Austria were examined in terms of their engagement in teamwork (between special and general education teachers), instructional methods that they use, factors that positively influence inclusive education, and their needs for training. The…

This study was based on the need for additional research to explore the nature of collaborative teaching experiences in the K-12 education setting. For that reason, this study was designed to examine the experiences and perceptions of special education and regular education teachers with respect to inclusion and the perceptions of these teachers…

With the reauthorization of the Individuals with Disabilities Education Act (IDEA 2004) and No Child Left Behind legislation (2001), the call for collaboration is omnipresent. A review of the current landscape makes this imperative obvious. With the mandate for inclusion and the necessity for special education teachers to collaborate with their…

In classrooms and schools across the United States, educators struggle to meet the requirements of standards-based reform that was enacted by federal legislation. Secondary schools can use coteaching with mixed-ability groups of students to meet increased curriculum demands and provide mandated strategies and accommodations for students with…

In the past decade, increased emphasis on academic instruction for students with emotional and behavioral disorders (EBD) has replaced the misguided notion that teachers must focus exclusively or primarily on behavior problems before they can effectively teach students with EBD. Numerous scholars have noted that academic instruction should be the…

People faced with collaboration challenges are often reluctant to be honest about problems because in many schools collaboration is a norm. But whereas most special educators are intuitively skilled at working with others, "problematic professional encounters are inevitable barriers that will appear occasionally in the life of every special…

Adolescents with learning disabilities are not educated in a vacuum. Successful programming for these students involves many school professionals working together to integrate their programs for the benefit of students with learning disabilities. Collaborative teaming probably can best be described as an attitude rather than a certain way of…

When the Ronald Yuill was told by his administration that there were not enough aides to help the special education students in the classes, he suggested placing all the students requiring special assistance into one class. His idea was to teach all of the special education children at the same time with the assistance of an aide or two. However,…

This action research study describes the perceptions of third through fifth grade classroom teachers and special services teachers who provided services to students needing special modifications in their instruction or interventions in order to succeed in regular classrooms. Participants indicated their level of agreement with 14 questions on a…