Co-teaching in inclusive classrooms: a metasynthesis of qualitative research.

In response to recent trends and legislation promoting inclusive instruction and access to the general education curriculum, many schools have implemented "co-teaching" (Cook & Friend, 1995) as a means for promoting effective instruction in inclusive classrooms. Implemented to provide support for increasing the inclusion of students with disabilities, co-teaching usually consists of one general education teacher paired with one special education teacher in an inclusive classroom of general education and special education students (e.g., Mastropieri & Scruggs, 2006, chapter 2). Bauwens, Hourcade, and Friend (1989); Cook and Friend (1995); and Friend (2002) discussed criteria needed for an effective co-teaching relationship. A number of co-teaching variations have been identified (see also Friend & Cook, 2003; Walther-Thomas, Korinek, McLaughlin, & Williams, 2000). These include:

* One teach, one assist (or, "drift"), where one teacher (usually, the general education teacher) assumes teaching responsibilities, and the special education teacher provides individual support as needed (Walther-Thomas et al., 2000, did not mention this variation).

* Station teaching, where various learning stations are created, and the co-teachers provide individual support at the different stations.

* Parallel teaching, where teachers teach the same or similar content in different classroom groupings.

* Alternative teaching, where one teacher may take a smaller group of students to a different location for a limited period of time for specialized instruction.

* Team teaching (or interactive teaching), where both co-teachers share teaching responsibilities equally and are equally involved in leading instructional activities.

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