Year: 2025
Type: article
Abstract: Approximately 66% of students with disabilities spend most of their day in a general education classroom co-teaching has been the answer to providing inclusive instruction and support though co-teaching is a high-leverage practice for supporting students with disabilities, the effectiveness of the implementation is debatable. We aimed to better understand what influencers affect co-teaching systems, the resulting effects of those influencers, and what teachers identify as influential components to a successful system of co-teaching. This case study of two co-teaching partnerships was analyzed through the lens of dynamic systems theory using emergent qualitative coding methods. Data from classroom observations and a private semi-structured interview were analyzed. Implications on current practice, such as targeted coaching supports, and future research considerations, such as longitudinal studies of instructional changes for a partnership, are discussed.
Source: Education Sciences
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $2,172
OpenAlex ID: W4411211254