Co-teaching is increasingly utilized to boost inclusive education and academic achievement for students with disabilities by delivering specialized education amid a general education framework. Research shows that effectively implementing co-teaching strategies increases access to the general curriculum and promotes harmonious relationships with classmates (Cook & Friend, 2014). Co-teaching has the advantage of enhancing inclusion by ensuring the active involvement of special education students alongside general education pupils, thus decreasing segregation and promoting their connection with others. Joining non-disabled pupils in classrooms supports social development activities and minimizes the stigma associated with the problem (Murawski, 2010).

Moreover, co-teaching leads to better academic results as teachers deliver different instruction techniques designed to satisfy the requirements of diverse students. Engaging the expertise of both instructors supports delivering personalized assistance, facilitating effective solutions, and adopting different convention methods, resulting in superior academic achievement (Murawski, 2010). While the success of co-teaching is increasingly evident, it must be underscored that, to a great degree, its advantage relies on the intensity of the collaboration and planning among the teachers. Limited preparation might result in misunderstandings and disjointed teaching (Murawski, 2010).

References

Cook, L., & Friend, M. (2014). Co-teaching: Principles, practices, and pragmatics. Pearson.

Murawski, W. W. (2010). Collaborative teaching in secondary schools: Making the co-teaching marriage work! Corwin Press.