Motivating factors for cooperative team teaching in inclusive classrooms

Research and current legislation supports the inclusion of students with disabilities in the general education classroom. Cooperative team teaching between a general education teacher and a special education teacher in one classroom has been shown to be an effective method to support inclusion. The purpose of this study is to identify factors motivating teachers to continue participating in the co-teaching process, and to identify factors that interfere with continuation of co-teaching programs. Based on research identifying the essential elements of co-teaching programs, a survey was created for co-teaching participants to share their experiences in the process.