2007/07/01 by Thomas E. Scruggs, Margo A. Mastropieri, Kimberly A. McDuffie · 2 citations
Social Sciences · #Collaborative Teaching and Inclusion #Disability Education and Employment #Education and Technology Integration
paper · doi:10.1177/001440290707300401
openalex publication_date 2007/07/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
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.