A meta-synthesis of co-teaching students with and without disabilities

Abstract

A meta-synthesis of qualitative research was conducted on co-teaching by general and special educators working with students with and without disabilities in primary and secondary general education classrooms. We sought to update the Scruggs et al., 2007 meta-synthesis to discern new knowledge, including co-teaching’s impact on students and teachers. Although challenges are identified, co-teachers perceive that co-teaching can enhance their and their students’ learning. Findings suggest that school personnel, researchers and policymakers can consider co-teaching as a learning context for co-teachers as well as a dynamic framework that can potentially foster effective instruction for all students in the co-taught classroom.

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ORCID for Vasilis Strogilos: orcid.org/0000-0003-1754-4306

ORCID for Anastasia Voulagka: orcid.org/0000-0003-3151-5835

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