Teaching M.A.

Year Approved


First Advisor

Cavalier, Meghan


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.

Degree Name

Teaching M.A.

Document Type

Masterʼs thesis