Document Type
Article
Publication Date
Fall 2025
Abstract
This practitioner inquiry examined how meaningful collaboration between general and special education teachers influences instructional practices and student outcomes in inclusive classrooms. The study was conducted in a fifth–sixth grade intermediate school and utilized surveys, observations, interviews, reflection journals, and descriptive student assessment snapshots to explore teacher experiences and instructional patterns. Findings revealed that teachers highly valued collaboration but lacked consistent structures, such as protected planning time, clear expectations, and defined co-teaching roles, to support sustained collaborative practice. When collaborative routines were present, instructional delivery was more coherent, student engagement increased, and teachers reported greater clarity in role-sharing and shared responsibility. Although student data were descriptive rather than longitudinal, classrooms demonstrating stronger collaborative practices showed modest improvements in engagement and academic indicators. Limitations included the short duration of the inquiry, reliance on self-reported data, and the localized context of the school setting. These findings suggest that meaningful collaboration has the potential to enhance both teaching and learning when paired with supportive systems that make collaboration predictable, structured, and sustainable. Future research should further examine long-term collaborative development, structural supports, subgroup outcomes, and teacher professional identity within co-teaching partnerships.