Co-Teaching in Inclusive Classrooms: A Metasynthesis of Qualitative Research

TLDR

A metasynthesis of 32 qualitative studies on co‑teaching in inclusive classrooms employed qualitative research integration techniques. The analysis revealed that co‑teachers generally supported co‑teaching but faced unmet needs—planning time, student skill level, and training linked to administrative support—while the prevalent “one teach, one assist” model was common yet not strongly endorsed, and special education teachers often played subordinate roles with recommended strategies rarely implemented.

Abstract

Thirty-two qualitative investigations of co-teaching in inclusive classrooms were included in a metasynthesis employing qualitative research integration techniques. It was concluded that co-teachers generally supported co-teaching, although a number of important needs were identified, including planning time, student skill level, and training; many of these needs were linked to administrative support. The dominant co-teaching role was found to be “one teach, one assist,” in classrooms characterized by traditional instruction, even though this method is not highly recommended in the literature. The special education teacher was often observed to play a subordinate role. Techniques often recommended for special education teachers, such as peer mediation, strategy instruction, mnemonics, and training of study skills, self-advocacy skills, and self-monitoring, were infrequently observed.