Collaborative Teaching and Inclusion
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Abstract
Abstract
This study explored the lived experiences of 10 high school students in co-taught inclusive classrooms and examined how co-teaching practices influence academic engagement and emotional well-being. Using an interpretative phenomenological analysis (IPA) approach, student reflections were collected and analyzed to gain insight into their perceptions of the co-teaching model. Five key themes emerged: i) immediate academic support enhances understanding, ii) emotional safety and inclusion foster confidence, iii) co-teaching improves classroom organization and instructional flow, iv) inconsistent co-teacher presence causes frustration, and v) students desire autonomy alongside support. Findings indicate that while students generally view co-teaching positively, its effectiveness depends on consistent teacher collaboration and responsive support tailored to individual needs. This study contributes a student-centered perspective to inclusive education and underscores the importance of strengthening collaborative practices and stable co-teaching partnerships to optimize educational outcomes for all learners.
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@article{Augusto2026Amplifying,
title = {Amplifying special education student voices: exploring co-teaching practices in inclusive settings},
author = {William Augusto and Noremay B. Perez},
journal = {Journal of Education and Learning (EduLearn)},
year = {2026},
doi = {10.11591/edulearn.v20i3.25143},
url = {https://doi.org/10.11591/edulearn.v20i3.25143}
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