A single teacher can deliver a strong lesson, but when two educators work in tandem, the classroom becomes something else: A place where students who learn differently are accommodated and empowered. Co-teaching harnesses the strengths of both general and special education.
A co-teaching classroom is an environment where every learner is challenged and supported. With advanced preparation through programs like Emporia State University’s Master of Science (MS) in Special Education – Gifted, Talented, and Creative online program, educators gain the skills needed to excel in this collaborative role.
Building an Inclusive Classroom
“An inclusive classroom, at its core, represents a transformative approach to education that ensures every student feels comfortable and part of the learning community, regardless of differences in abilities, identities, or backgrounds,” writes Mia Finch of Education Advanced. “Instead of the usual one-size-fits-all education, the focus here is on giving each student the support they need.”
This concept aligns with modern inclusive design models that emphasize equity in the classroom. Making instruction accessible from the outset means fewer modifications will be required later on, avoiding the “band aid solutions” many general and special education teachers may have to resort to along the way. Research shows that embedding universal supports, such as flexible seating, visual schedules and assistive technology, benefits all students, not only those with identified learning needs.
Least Restrictive Environments (LREs) allow students who learn differently to share classrooms with their typically developing peers to the maximum extent appropriate. LRE and other approaches eliminate the perception that accommodations are separate or special. Instead, students experience a culture where diverse needs are normalized.
Co-teaching provides the structure to implement these strategies consistently. However, when most teachers think about co-teaching, they think about the challenges, rather than the benefits. It’s important to demystify this kind of collaboration as it can be fruitful for the students as well as the teachers.
Collaborative Teaching Strategies
Co-teaching means two educators coming together to share the responsibilities for planning, instruction and assessment across the classroom. This pairing usually combines a general education teacher with a special education teacher or a specialist, such as a speech-language pathologist or therapist.
Research from Stages Learning outlines these six models of collaboration that help educators refine their co-teaching skills:
- One Teach, One Observe: Co-teachers or educators who are new to a grade level or subject area sit in on a class and observe students during lessons.
- One Teach, One Assist: One teacher provides instruction while the second teacher circulates the room and assists students as needed.
- Parallel Teaching: This interactive approach gives students opportunities to respond and show their understanding.
- Station Teaching: This model allows co-teachers to divide and conquer through small-group instruction, where students in stations get support from both teachers.
- Alternative Teaching: One teacher is responsible for teaching the majority of students in the class while the other works with students individually or in small groups.
- Team Teaching: Two teachers deliver instruction at the same time. This model requires more planning and practice.
To avoid having “too many cooks in the kitchen,” it’s imperative that teachers plan and divide responsibilities based on their expertise and the needs of the students. Emporia State University’s online MS in Special Education – Gifted, Talented, and Creative program equips educators with a comprehensive understanding of advanced instructional methods and the ability to design supports that extend beyond compliance into innovation.
Tips for Overcoming Challenges
While it all sounds nice on paper, co-teaching also has its challenges. Scheduling time for shared planning can be difficult. A common solution is to schedule short, consistent planning sessions since long meetings can overwhelm already full schedules.
Differences in teaching philosophy may also emerge. Clear communication protocols help resolve these tensions, by establishing agreed-upon roles for instruction, observation, and support. Regular reflection, whether through email notes or debriefs, creates a feedback loop that sustains growth.
It’s imperative that teachers maintain open lines of communication for informal check-ins. “This means an ongoing dialogue with general education teachers on strategies, making sure that they’re being implemented effectively and not causing disruptions for students or staff,” states Edutopia.
Become a Transformative Educator With a Special Education MS
As schools move toward models that embrace diversity in ability, background and learning style, co-teaching offers a framework that balances equity with academic rigor. By integrating universal design, assistive technology and shared instructional responsibilities, classrooms prepare students for a more inclusive learning and working environment.
Emporia State University’s online MS in Special Education program prepares educators to navigate complex situations, foster innovation and champion inclusive practices that enhance the educational experience for all. Graduates complete the program ready to lead the transformation toward learning environments where every student — regardless of ability — can thrive academically and reach their full potential.
Learn more about Emporia State University’s online MS in Special Education – Gifted, Talented, and Creative program.
