This literature review examined various aspects of co-teaching math in inclusive classrooms. Research has shown varying results on the effects of student achievement for general education students and students with special needs in co-taught math classes. School-based differences may have an effect on these outcomes and should be examined further. Continued efforts to provide students with special needs the least restrictive environment for learning, ongoing co-planning, co-assessing, and reflection are key components for a successful co-teaching pair. Additionally, administrators should recognize the role they play in helping teachers’ planning efforts. Using a combination of the six models of co-teaching with other evidence-based instructional strategies can have a positive effect on student achievement.
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Kallman Moore, K. M. (2020). Co-teaching in the Inclusive Math Classroom [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/343