NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ879670
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1047-4412
Co-Teaching: An Illustration of the Complexity of Collaboration in Special Education
Friend, Marilyn; Cook, Lynne; Hurley-Chamberlain, DeAnna; Shamberger, Cynthia
Journal of Educational & Psychological Consultation, v20 n1 p9-27 2010
Although collaboration among service providers has been a hallmark of special education almost since its inception, co-teaching, the sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities, is a relatively recent application. As a result of recent federal legislation and related policy changes, co-teaching has evolved rapidly as a strategy for ensuring that these students have access to the same curriculum as other students while still receiving the specialized instruction to which they are entitled. Despite considerable enthusiasm expressed by those who write about co-teaching and those who implement it, co-teaching illustrates the complexity of conceptualizing and studying collaboration in special education. Most inquiry on co-teaching has emphasized co-teachers' roles and relationships or program logistics rather than demonstrating its impact on student achievement and other key outcomes, and far more literature exists describing co-teaching and offering advice about it than carefully studying it. Contributing to the admittedly equivocal evidence base for co-teaching are factors such as the still emerging understanding of this special education service delivery vehicle, inconsistencies in definitions and implementation, lack of professional preparation, and dilemmas related to situating co-teaching in a supportive, collaborative school culture. The future of co-teaching may be dependent on increasing the quantity and quality of research on it and placing co-teaching in the larger context of school reform and improvement. (Contains 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A