The study aim was to scope research into student outcomes of co-teaching models to promote inclusive school education for students with disability. A systematized search was conducted of studies addressing models of co-teaching involving two teachers and student outcomes published from January 2008 to June 2019. Each study was appraised for…

Teaching in inclusive classes requires that general teachers have basic competences in individualised support for students. Teacher education currently faces the challenge of preparing general student teachers for teaching in inclusive classes and stimulating their integration of knowledge about inclusion, special education, general school…

Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching…

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 a resource for inclusive classes, which includes the shared instruction of general and special education teachers. Against the background that the inclusive school system in Germany is currently developing, we investigated secondary school co-teachers' perspectives on the conditions for successful implementation of co-teaching. We…

Universities often struggle to translate theory of inclusive education into real life practices for pre-service teachers (PSTs). In this paper, we evaluate an innovative partnership between Australian secondary school teachers and university academics where they co-designed and co-taught an undergraduate inclusive education course. We used a…

As schools adopt more inclusive practices, educators increasingly collaborate and co-teach to meet the needs of diverse learners. Co-teaching has been found to have benefits for students across elementary and secondary grades. However, there is a need for teacher educators to provide more preservice training in collaboration and in co-teaching.…

This study features data from middle school Algebra co-teachers and their students with and without disabilities, who completed questionnaires about their co-teaching experiences. Although most students with disabilities believed the general educator was in charge of lessons, students without disabilities also credited the special educator. Most…

Differentiated instruction is considered a prerequisite for the inclusion of students with disabilities (SWD) in general education. The aim of this study was to describe and evaluate the type and quality of curriculum modifications for SWD in Greek early childhood co-taught classrooms. Sixty-eight general and special education teachers in 34…

Effective inclusion of pupils with special educational needs (SEN) in multi-grade classrooms is complex, depending on the ability of teachers to meet challenges posed in delivering a broad and balanced curriculum while simultaneously meeting the often quite specific needs of pupils with SEN. This paper details the findings of research which…

Inclusive education is an increasingly adopted approach to pedagogy, and it is based on values that should inform school policies and daily practices. It is about creating school cultures that cherish participation: learning, playing and working with others as well as making choices about, and having a say in, what happens in the school community.…

Federal laws require schools to incorporate co-teaching environments, often comprised of an inclusion specialist and content specialist. Research shows individual teachers can make improvements to their practice by engaging in critical reflection through noticing. The authors present a research-based professional development model designed for…

This paper is an extension of a prior research project where Kenyan primary school teachers began using inclusive education strategies that proved beneficial for meeting the needs of diverse primary school students. Specifically, this paper highlights a project where these inclusive practices were expanded to a second region of western Kenya. This…

In this exploratory study, self-rated measures from two co-teachers who taught mathematics to a group of students with and without disabilities were gathered to determine perspectives about their co-teaching experiences. Students also completed three measures. Students and co-teachers agreed that the "one-teach, one observe or drift"…

Several instructional strategies have been recommended for use in heterogeneous classrooms, but the frequency of their actual use has remained largely unknown. Therefore, an electronic survey was sent to Finnish comprehensive school teachers (N = 2276) in order to assess the prevalence of three selected inclusive strategies: co-teaching, group…