Abstract
Co-teaching has become widely used as one of the key strategies for providing inclusive education for learners with special educational needs. This literature research review on co-teaching in schools is presented with the aim of identifying recommendations for best practice. The implementation of co-teaching in the USA, Australia, Finland, Ireland, Greece and Germany, is discussed. Five key recommendations considered best practice when implementing co-teaching are: embed peer coaching in evidence-based practices within the co-teaching partnerships; establish consistent structured routines and protocols for planning and reviews; provide ongoing teacher professional development and structured peer coaching; encourage teachers to avoid over-reliance on only one model of co-teaching; and ensure that interventions are aligned with the needs of the supported children with special educational needs.
| Original language | English |
|---|---|
| Journal | Preventing School Failure |
| DOIs | |
| Publication status | Published - 1 Nov 2024 |
UN SDGs
This output contributes to the following UN Sustainable Development Goals (SDGs)
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SDG 4 Quality Education -
SDG 10 Reduced Inequalities
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Keywords
- Co-teaching
- guidelines for practice
- inclusive education
- special educational needs
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