The purpose of this literature review is three-fold. First, the common definitions and practices associated with co-teaching will be briefly explored, in order to outline a framework, against which to examine empirical evidence. Secondly, I will briefly examine some of the experimental evidence that appears to provide support for the efficacy of this form of collaboration. Next, it will be beneficial to take a brief look at some of the qualitative evidence that appears to exist, supporting the benefits of co-teaching, in the development of effective teaching practices. Finally, I will attempt to piece together this information in a manner that will provide implications and perhaps a rationale for further action research.
"A Review of the Literature Concerning the Implementation and Efficacy of Co-Teaching as a Means for Meeting the Needs of Students with Learning Disabilities,"
LC Journal of Special Education: Vol. 7, Article 12.
Available at: https://digitalshowcase.lynchburg.edu/lc-journal-of-special-education/vol7/iss1/12