Collaborative Teaching and Inclusion
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Abstract
Abstract
Co-teaching is an established model for delivering instructional support within inclusive education, aimed at responding more effectively to the diverse needs of students. The present article offers a theoretical review and systematic synthesis of the principal co-teaching models, grounded in an analysis of contemporary scholarly literature. The findings highlight the substantial potential of co-teaching to enhance students’ academic achievement and active engagement in the learning process, while simultaneously underscoring the importance of specific organizational and professional conditions for its effective implementation. Among the key prerequisites identified are dedicated time for collaborative planning, clearly delineated professional roles, and sustained administrative support. Co-teaching is conceptualized as a dynamic pedagogical process whose sustainability and effectiveness are strengthened when embedded within a coherent and systematically supported organizational framework.
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@article{Fidosieva2026Teaching,
title = {Co-Teaching in the Inclusive Classroom},
author = {Hristina Fidosieva},
journal = {Pedagogical Almanac},
year = {2026},
doi = {10.54664/qzvi8191},
url = {https://doi.org/10.54664/qzvi8191}
}FAQ
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