Collaborative Teaching and Inclusion
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Peer reviewed
Abstract
Abstract
One of the main challenges in co-teaching is implementing co-planning, and teams often struggle with fragmented planning and a lack of consistency. To address these issues, a co-planning tool developed in collaboration with general and special education teachers at the secondary level in Quebec, Canada, is presented in this article. This tool proposes a schematization of co-planning based on three dimensions: (1) instructional and assessment; (2) teaching strategies and learning support; and (3) organizational. Each dimension is first defined, followed by a set of practical guidelines. A vignette illustrates the co-planning process within each dimension. This tool can contribute to developing concrete solutions to improve the co-planning process.
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@article{Ruberto2026Supporting,
title = {Supporting Co-Planning Between General and Special Education Teachers in Secondary Schools},
author = {Noémia Ruberto and Élisabeth Boily},
journal = {Intervention in School and Clinic},
year = {2026},
doi = {10.1177/10534512261450147},
url = {https://doi.org/10.1177/10534512261450147}
}FAQ
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