It Takes Two to Tango for Effective Co-Teaching: A Collaboration in Special Education

The growing utilization of co-teaching as an instructional delivery model in inclusive classrooms in the US and other inclusive school environments worldwide has contributed to the rising significance of classroom collaborations through co-teaching to support students with disabilities inside inclusive classrooms. Previous research about the efficacy of co-teaching and its benefits to the academic and social behavior outcomes of students with disabilities predominantly relied on a transverse study, thus being unable to provide a defined and methodological outline or specification of the co-teaching efficiency and satisfaction. This study integrated Beninghof’s five components of co-teaching, embedded the co-teaching models, individual or collaborative activities teachers used in inclusive classrooms, and the issues or challenges teachers face in administering co-teaching as an instructional delivery model. The study employed mixed methods, including thematic analysis and a Likert scale, to examine the qualitative data. A t-test, mean scores, and standard deviation were utilized to ascertain the quantitative data. The study’s findings demonstrate that all components of co-teaching are necessary for successful collaboration in inclusive classrooms. The benefits of co-teaching are crucial for addressing students’ academic, social-emotional, and independent functioning needs. The study also found that both co-taught teachers regularly use all six instructional models, with small groups being the most used practice for engaging students in individual or collaborative activities. Additionally, the study identified challenges faced by participants, including a lack of general understanding of co-teaching and how to implement it, highlighting the need for administrative support and initiatives. Keywords: co-teaching activities, co-teaching components, co-teaching models, benefits of co-teaching, issues and challenges in co-teaching