A systematized review of co-teaching efficacy in enhancing inclusive education for students with disability

ABSTRACT

The study aim was to scope research into student outcomes of co-teaching models to promote inclusive school education for students with disability. A systematized search was conducted of studies addressing models of co-teaching involving two teachers and student outcomes published from January 2008 to June 2019. Each study was appraised for quality. Most of 21 studies that met inclusion criteria were conducted in the United States (n = 17). Fourteen studies followed quantitative approaches, six followed qualitative and one included both. Although the benefits of co-teaching for students were demonstrated, it was difficult to determine comparative effectiveness across models, with only one study providing a systematic comparison. There was some evidence of differential effects across factors such as disability type, grade level, and outcome types, but heterogeneity across study aims, participants characteristics, extent to which co-teaching models were described or implemented, and outcomes targeted precluded meaningful comparisons. Limitations were found in study designs, with appraisal scores ranging from 0.6% to 89%. Hence, the research into student outcomes for various models of co-teaching was found to be limited both in number and quality. Findings point to the need for greater attention to what occurs in classrooms to support positive student outcomes of inclusive education through co-teaching.

KEYWORDS:

• Inclusive education
• disability
• co-teaching
• student outcomes

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Teresa Iacono

Dr. Teresa Iacono is Professor of Rural and Regional Allied Health at the La Trobe Rural Health School and a member of the Living with Disability Research Centre, La Trobe University. She has conducted research in complex communication needs, use of augmentative and alternative communication and supporting early childhood intervention and school education of students with severe disabilities and complex communication needs.

Oriane Landry

Dr. Oriane Landry is a registered Psychologist in full-time clinical practice. She received a Masters and PhD in Educational Psychology from McGill University. She was a Post-Doctoral Fellow at the University of Nottingham and has previously taught at the University of Western Ontario, Dalhousie University, McMaster University, and La Trobe University. Oriane’s research focused on the development of children with autism and developmental disabilities.

Ana Garcia-Melgar

Dr. Ana Garcia-Melgar is a Research Fellow at La Trobe Rural Health School and the Living with Disability Research Centre. She holds a PhD in Education from La Trobe university. Her research focuses on enabling mainstream services to be more inclusive, teacher education for inclusive education, and peer assisted learning.

Jo Spong

Dr. Jo Spong is a Lecturer in Public Health, La Trobe Rural Health School and member of the Living with Disability Research Centre, with extensive experience in disability related research. Jo is interested in examining mainstream systems, focusing on ways to strengthen inclusion and access to health and education services for people living with disability.

Nerida Hyett

Dr. Nerida Hyett is a Lecturer in Occupational Therapy at the La Trobe Rural Health School, La Trobe University, Bendigo campus, Australia. Nerida is an occupational therapist with a Masters in Health Sciences and Doctor of Philosophy in consumer and community participation. Nerida’s research expertise is in the use of innovative participation-based methods to address complex population health, wellbeing, and equity issues.

Kerryn Bagley

Dr. Kerryn Bagley is a Lecturer in Social Work at Trobe Rural Health School, La Trobe University, Bendigo campus, Australia, and is a member of the Living with Disability Research Centre. Her research is focused on health and human service sector responses to Fetal Alcohol Spectrum Disorder (FASD), disability and inclusion, and consumer participation in research.

Carol McKinstry

Dr. Carol McKinstry is an Associate Professor of Occupational Therapy in the La Trobe University Rural Health School and also Head of Rural Department of Allied Health. Dr McKinstry’s research has largely focused on health workforce issues including preparation of occupational therapy and allied health students for a changing environment. She has researched the role of allied health in the disability sector and has sought out increased opportunities for student exposure to this growing field of employment. Dr McKinstry is current President of Occupational Therapy Australia.