Collaborative methods of special education and general education teachers

A growing number of students with disabilities are being served in general education classrooms. Research has shown that inclusive education programs can be as effective as pullout or self-contained special education units (Fitch, 2003). Research has also shown that co-teaching is an effective service delivery system for providing special education students with services and support. Co-teaching allows for students with disabilities to access the general education curriculum and their peers without disabilities. However, the techniques that teachers use to create an effective co-teaching relationship have not been clearly identified. Through observations and interviews with teachers, the key components and features of effective coteaching relationships were investigated. The characteristics and collaboration methods of effective co-teaching models across schools in a large metropolitan area in the intermountain west were identified. Research was conducted within eleven co-teaching teams across two different school districts. Through observations of eleven co-teaching teams and interviews with the educators, the key components in making co-teaching an effective service delivery model for students with disabilities were identified and conclusions were drawn about the features of effective co-teaching partnerships used in the metropolitan classrooms.