Syftet med denna systematiska litteraturstudie har varit att öka kunskapen om co-teaching som ett effektivt sätt att organisera undervisningen samt arbetet med elevers stöd och anpassningar. Studien vilar på det sociokulturella perspektivet gällande synen på lärandet samt ideologiskt det specialpedagogiska kritiska perspektivet. Studien berör två forskningsfrågor angående förutsättningar för fungerande co-teaching samt uppvisade konsekvenser av co-teaching. Studiens metod, systematisk litteraturstudie, har inneburit en systematisk genomgång av 27 vetenskapliga artiklar som berör co-teaching. Dessa är utförda i USA då det är ett land som har en skolverksamhet och omfattande forskning inom området. Sökstrategin PICOC har använts för att strukturera sökningen i Linköpings universitetsbiblioteks sökmotor UniSearch. Det slutgiltiga urvalet resulterade i tio vetenskapliga artiklar som analyserades med metoden kvalitativ innehållshållsanalys. Resultatet visar att co-teaching är en fungerande metod för att skapa ett kvalitetshöjande arbete gällande stöd och anpassningar förutsatt att man tar hänsyn till följande förutsättningar; utbildning i metoden, teamwork, gemensam planeringstid och didaktik. Konsekvenser till följd av co-teaching har genererat i en majoritet av positiva uppfattningar hos elever, lärare och skolledning, högre lärartäthet med följden bättre stöd samt visat tendenser till högre studieresultat. Slutsatserna visar att co-teaching är värt att satsa på gällande uppdraget stöd och anpassningar, utifrån både elev- och lärarperspektiv samt långsiktigt utifrån ett samhällsekonomiskt perspektiv.

The purpose of this study was to explore the tensions that existed between my co-teaching partner and me while working together during the last four years. Additionally, I studied how my partner, the special educator, and I, the general educator, negotiated the tensions that came up during our collaboration. Using a narrative approach to share our stories about our teaching, I investigated how we worked together and contributed to our co-teaching relationship. I analyzed the stories and storylines that we shared using a theoretical lens called positioning. Positioning theory looks at how people interact with each other and the positions that they take up and give away. Positioning helped me to understand better how we were negotiating the tensions we were experiencing while co-teaching together. The findings suggested that the tensions that existed between us stemmed from our confusion about our roles and our lack of planning. It was also strained because of the ways in which the institution positioned us. Because we were confused about our roles and were not planning, our co-teaching was not as excellent as it could have been. Both of us negotiated our tensions by (a) remaining positive about our relationship, and (b) continuing to value teaching together even though there were tensions in our partnership. Our "friendship" persisted even after professional tensions came up and, many times, in spite of the tensions. In conclusion, this study revealed that my co-teaching partner and I needed more training about how to be co-teachers so that we could negotiate the tensions that came up. We did not plan regularly and did not understand how our roles co-existed because we had no training about how these things would help us in our relationship. This study also reveals that co-teachers need to be more committed to co-teaching. Despite our lack of training and preparation, we remained positive about our relationship and this is the reason why our partnership endured.

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This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.

Abstrakt År 2010 blev förskolan en egen skolform, och i den senaste revideringen av förskolans läroplan, som kom 2018, ingår även undervisning i uppdraget. Denna studie undersöker ett samarbetsprojekt där studenter från den musikprofilerade förskollärarutbildningen vid Malmö universitet har fått tillfälle att bedriva musikundervisning i förskolan tillsammans med professionella musiker. Studiens syfte är att ur ett musikdidaktiskt perspektiv undersöka och analysera samundervisning mellan musiker och student. Som teoretiska resurser har Nielsens (2006) musikdidaktiska teori använts. Begrepp ur modellen co-teaching (Friend & Cook, 1995) har också använts. Empirin har samlats in genom observation av fyra musikstunder på två förskolor. Resultatet visar att studenternas och musikernas kompetenser på många sätt kompletterat varandra i samundervisningen. De olika undervisningsstunderna har innehållsligt erbjudit barnen en såväl fördjupad som varierad musikundervisning som berört flera av musikens aspekter och dimensioner.

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Educational leadership is challenged with meeting the requirements of No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA) legislation which mandates an education for all students. The focus on accessibility and accountability has resulted in more students with disabilities being served in the general education setting. The co-teaching service delivery model is offered in the school environment to provide an education for all students and is intended to include instruction that is specially designed for students with disabilities. Instructional leadership is essential to a successful implementation and maintenance of inclusive practices. This study sought to provide a better understanding of instructional leadership practices of the co-teaching service delivery model. The purpose of the study was to describe and explain how leaders support co-teaching. A distributed perspective based on the combination of activity and distributed cognition theories has been developed to study school leadership. This distributed perspective views leadership practice as an interaction between leaders, followers, and the situation (Spillane, Halverson, and Diamond 2004). This study examined instructional leadership practices of the co-teaching service delivery model at the elementary level. Data were collected through a qualitative design, using interviews, observations, and review of documents. Interviews were conducted with administrators responsible for the direct supervision of the co-teaching model and with co-teachers, both general and special educators. Observations occurred in the school setting and related documents were collected and analyzed. The distributed leadership perspective guided the data collection focusing on leadership tasks and functions, task-enactment, and social and situational distribution of leadership practice. The data revealed leadership tasks that included forming the team, scheduling, assigning instructional roles, allocating resources, and developing the co-teacher relationship. Leadership was shared between the administrators and teachers with both providing leadership. School environment, organizational arrangements with available resources, and participants' profile were identified as factors influencing the leadership practice of co-teaching. It is hoped by understanding the leadership roles and responsibilities of co-teaching, educators may better understand and nurture a co-teaching model that supports students in an inclusive environment. / Ed. D.

<p dir="ltr">Special education students are entitled to access the rigor of the general education classroom, which has created environments where special education teachers are co-teaching with general education teachers. Co-teaching has become the most common method for supporting students with disabilities while providing the same rigorous education that their non-disabled peers receive. This study aimed to understand what general education and special education teachers perceived as strengths and challenges in co-teaching.</p><p dir="ltr">Co-teaching is a common model used in public schools today to address the inclusion of students with disabilities into the general education classroom. Although research suggests that Co-teaching has positive effects, the outcomes are often not as successful as hoped.</p><p dir="ltr">Research has shown that there are many challenges with implementing coteaching, such as lack of common planning time, special education teachers' lack of content knowledge, control or “turf” issues, differences in teachers’ personalities, differences in teaching Philosophy, and disagreements about discipline and behavior management (Chitiyo, 2017, Scruggs & Mastropieri, 2017, Shin et al., 2016). Successful co-teaching requires general education teachers, special education teachers, and administrators working together for the greater good.</p><p dir="ltr">This research was conducted by a survey to identify what the teachers perceived as the biggest challenges with co-teaching. This study was based on a peer-reviewed literature review of scholarly journals about co-teaching perceptions in other middle schools. Data was collected from special education and general education teachers using a needs assessment survey. This research provided strategies for special education and general education teachers to collaborate successfully, share responsibilities, and choose the most effective co-teaching method in their classrooms.</p><p dir="ltr">This research provided a greater understanding of the strengths and challenges of co-teaching in two middle schools compared to previous research. The survey questions explored the perspectives of the general education and the special education teacher on the roles of co-teaching and preservice/in-service preparation. The survey data was organized looking for the themes or patterns to emerge, making note of each one. This process was completed using Qualtrics online survey software.</p><p dir="ltr">The results of the survey show that although co-teaching is the most common method used to support the inclusion of students with disabilities, the teachers need additional training. The number of years of teaching did not change the responses of the teachers. The survey results also showed that most of the teachers felt they needed adequate time together to plan effective co-teaching strategies in the classroom but were not given that planning time currently.</p><p dir="ltr">The findings of this study provided educators strategies for effective co-teaching collaborative learning teams. One strategy that is important to effective co-teaching is having the teachers gain knowledge of each other on a personal level. This will allow the teachers to understand the personalities within the co-teaching team. This helps build the mutual trust that is required for co-teaching to be successful.</p><p dir="ltr">One strategy for the administrators is to investigate the areas in which teachers may require additional training to increase the effectiveness of co-teaching collaboration.</p><p><br></p>