The purpose of this paper is to propose a framework for conducting research on teacher education programmes that practise collaboration between special and general education faculty to advance inclusion. Such a framework can establish a common language for collaborative teacher education and provide a structure for conducting research on individual programmes as well as cross-site comparisons. It is based on the assumption that collaboration represents a robust, "systematic" integration of special and general education across all aspects of the preservice curriculum. The proposed framework includes three collaborative program models and five programme dimensions. (Contains 1 figure.)