Today many special education services are provided in general education classrooms. various support models are designed to make classrooms more inclusive and more appropriate learning environments for students with disabilities and others who are at risk for school failure. supporters contend that better collaboration and service coordination in mainstream settings will enable many students with disabilities to achieve greater academic and social success. one support model used in many inclusive classrooms is cooperative teaching or “co-teaching.” this article explores fundamental planning issues that need to be addressed by school systems to facilitate effective co-teaching models.

No abstract