Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research

• Published in: Exceptional children Vol. 73; no. 4; pp. 392 - 416
• Main Authors: Scruggs, Thomas E., Mastropieri, Margo A., McDuffie, Kimberly A.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-07-2007; Council for Exceptional Children; Sage Publications, Inc; SAGE PUBLICATIONS, INC
• Subjects: Academic achievement; Administrative support; Administrator Role; Analysis; Attitudes; Barriers; Classroom management; Conventional Instruction; Disabilities; Education; Exceptional children; Inclusive Schools; Individualized Instruction; Learning; Mainstreaming; Mainstreaming in education; Meta Analysis; Outcomes of Education; Peer Relationship; Peer tutoring; Qualitative Research; Regular and Special Education Relationship; Self Advocacy; Special Education; Special Education Teachers; Students; Study Skills; Teacher Attitudes; Teacher Collaboration; Teacher Role; Teaching Methods; Team Teaching; United States
• ISSN: 0014-4029; 2163-5560
• DOI: 10.1177/001440290707300401

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.