How to Meaningfully Incorporate Co-teaching Into Programs for Middle School Students With Emotional and Behavioral Disorders

Abstract

With the number of students with emotional or behavioral disorders who are being served in the general education classroom increasing, co-teaching has become a more common practice than ever before. Through the use of a hypothetical journey of a special educator placed in a co-teaching situation without prior experience, we provide practitioners with the context and rationale for implementing co-teaching effectively in combination with the incorporation of research-based instructional practices in an inclusion classroom.