Co-Teaching: Are We There Yet?

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ABSTRACT Over the past three decades, states, districts, and schools have introduced co-teaching as a means of educating students with disabilities, even though it is not included as a placement option in the Individuals with Disabilities Education Act, the law governing special education. Cultivated by evolving federal legislation, regulation, and policy, co-teaching can address the intersection of the least restrictive environment, general curriculum access, and improved school outcomes. In this systematic review of co-teaching research published between 2010 and 2024, we found that empirical studies remain sparse and inconclusive. Confounding factors include ill-defined and uneven implementation likely affecting the fidelity of the model, lack of evidence regarding the amount and impact of administrative support, and inattention to contextual differences across elementary and secondary school settings. Looking to the future, research on co-teaching is likely to focus on specially designed instruction (SDI) and student outcomes. We suggest the use of the co-teaching framework to ensure fidelity in future research and encourage the use of mixed methods to clarify ambiguous results. Further, co-teaching applications are likely to expand, suggested by its nascent use as a model for an inclusive approach for educating multilingual learners (MLs) and those from other marginalized groups.