This article summarizes several case studies examining the successes, challenges, and failures of co-teaching in secondary content classrooms. The key factors found to influence co-teaching outcomes were the academic content knowledge of both teachers, compatibility between co-teachers, and emphasis placed on high-stakes testing. When teachers had distinct roles aligned with their expertise, planned together, and had a respectful relationship, co-teaching was more effective. However, pressure from high-stakes tests often resulted in rapid instruction that hindered individualized support for students with disabilities. Compatibility, use of strategic instruction, and emphasis on student learning versus testing were found to be important for successful co-teaching.

1. Case Studies in Co-Teaching in the Content Areas: Successes, Failures, and Challenges Margo Mastropieri, Thomas Scruggs, Janet Graetz, Jennifer Norland, Walena Gardizi, And Kimberly McDuffy This article discusses several long-term qualitative studies of co-teaching in science and social studies for students with and without disabilities. This article discusses the effective practices and challenges associated with co-teaching. In some cases this co-teaching was effective and useful. In other situations, it was not. The following variables seem to determine the success of failure of the inclusion (i.e., co-teaching) model; academic content knowledge, high-stakes testing, and co-teacher compatibility.

2. The major goals of co-teaching and collaboration involve : a) Increasing access to a wider range of instructional options for students with disabilities. b) Enhancing the participation of students disabilities within general education classes. c) Enhancing the performance of students with disabilities .

3. There is a lack of consensus on the specific features required, such as the precise roles and responsibilities of both general and special education teachers and the best way to measure the effectiveness of co-teaching. The challenges associated with co-teaching are highlighted as a procedure to “use with caution,” given the limited amount of efficacy data. What are my roles? What are my responsibilities?