Special Education M.A.

Number of Pages


Year Approved


First Advisor

Elliott, Nathan

Second Reader

Lisa Silmser


This literature review explains the definition of collaborative teaching (co-teaching) in the inclusive environment. It explores the co-teaching models, and the opinions of those models through the lens of professionals and students. This review also covers the outlook professionals and students have on the benefits and difficulties of co-teaching. Lastly, it reviews if and how professionals are being adequately prepared for co-teaching. This study found that co-teaching is not a one size fits all method for being effective co-teaching teams. Teachers must understand the co-teaching models and understand their students’ needs to ensure they are servicing students in an effective manner. This review also found that some of the benefits mentioned throughout the studies were also labeled as difficulties by others. The research found that it takes more than just two teachers in the room to operate an effective co-taught classroom. Collaboration, communication, and being open-minded are some of the skills needed to be effective. Lastly, this project reveals that pre-service and current professionals benefit from co-teaching training through college course work, student teaching, and professional development. Ultimately, this study indicates that when teachers work together with communication, collaboration, and understanding the different models leads to successful inclusive environments. When a co-taught classroom is successfully implemented and practiced, it leads to students with or without disabilities feeling a part of their school community leading them to an increase in their self-belongingness.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis