Co-Teaching in Inclusive Classrooms: Results of Qualitative Research from the United States, Canada, and Australia

Abstract

Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed. Studies have included significant diversity in grade level, geographical location, setting, and took place in three different countries. Overall, teachers and administrators reported a high degree of satisfaction with co-teaching. However, a number of needs were also addressed, including administrative support, appropriate caseloads, planning time, student skill level, and co-teacher compatibility. Implications for research and practice are discussed.

Citation

McDuffie, K.A., Scruggs, T.E. and Mastropieri, M.A. (2007), "Co-Teaching in Inclusive Classrooms: Results of Qualitative Research from the United States, Canada, and Australia", Scruggs, T.E. and Mastropieri, M.A. (Ed.) International Perspectives (Advances in Learning and Behavioral Disabilities, Vol. 20), Emerald Group Publishing Limited, Leeds, pp. 311-338. https://doi.org/10.1016/S0735-004X(07)20013-8