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ERIC Number: EJ817512
Record Type: Journal
Publication Date: 2007
Pages: 25
Abstractor: As Provided
Reference Count: 84
ISSN: ISSN-0014-4029
Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research
Scruggs, Thomas E.; Mastropieri, Margo A.; McDuffie, Kimberly A.
Exceptional Children, v73 n4 p392-416 Sum 2007
Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be "one teach, one assist," in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed. (Contains 1 table.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A