The rationale often is that the students with disabilities have the added support of their Special Education teacher in the classroom, and that their non-disabled peers also benefit from the additional teacher support as well. Previous reviews of co-teaching have found that teachers generally view co-teaching favorably, but that research into the efficacy of co-teaching is limited. Several reviews have suggested that the success of co-teaching is contingent on a number of factors, including: the voluntary participation of teachers, the co-teachers being given adequate training, especially in the area of the Special Education content, the teachers being given adequate planning time, as well as having planning periods in common, and finally, that the co-teachers have administrative …show more content…
(2011). Teaching the Teachers: Preparing Educators to Engage Families for Student Achievement. National PTA. Retreived on 11/11/14 from: http://www.metrostatecue.org/files/mscd//Documents/Community%20Overview/Harvard%20Family%20Research%20Project_Teaching%20the%20Teachers.pdf
Dieker, L. (2012). Cooperative Teaching. University of Kansas. Retrieved on 11/10/14 from: http://www.specialconnections.ku.edu/?q=collaboration/cooperative_teaching
Dragoo, K. (2011). Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research. NICHCY. Retrieved on 11/10/14 from: http://www.parentcenterhub.org/repository/abstract81/
Glaeser, B. (2013). Co-Teaching and Collaboration: Effective Strategies for Reaching Students with Disabilities in General Education Classrooms. U.S. Department of Education. Retrievedon 11/8/14 from: http://specialedlaw.blogs.com/home/files/Co-teaching_presentation.pdf
Ray, J., Pewitt-Kinder, J., and George, S. (2009). Partnering with Families of Children. NAEYC. Retrieved on 11/9/14 from: