Co-teaching in Classrooms: Literature review of teachers’ perspective, readiness, and knowledge

Abstract

The purpose of this paper is to conduct a literature review of teachers’ beliefs and knowledge regarding co-teaching. It offers an analysis of studies that address how teachers of students with disabilities viewed co-teaching in the classroom. The resultant discussion indicates that co-teaching is a supportive and meaningful teaching practice for increasing the access of students with disabilities to general education. The literature review shows that a positive perspective on the use of co-teaching has been observed. However, this review also highlights the need for additional training to create an appropriate learning environment while co-teaching. Finally, this paper discusses how educators can support the use of co-teaching and how to resolve barriers impinging successful co-teaching.

Keywords: Co-teaching, teaching students with disabilities, special education teachers, inclusive education.