Co-teaching consists of general and special education teachers who team to instruct students with and without disabilities in the same classroom. Additionally, some students with disabilities (SWD) receive instruction in special education settings. The purpose of this meta-analysis was to compare academic achievement of SWD in co-taught classes to achievement of SWD in special education settings. A comprehensive search of published and gray literature yielded 26 eligible studies with a total of 3,714 SWD. Results indicate a moderate effect size (g = 0.47) for students in co-taught settings compared to students in special education settings. Although the findings support SWD's academic achievement in co-taught classes, more information is needed to identify what distinguishes characteristics of the SWD in co-taught versus special education settings, as well as instruction in each setting. Factors related to results are described, including the lack of information about instructional practices and equivalency of students assigned to co-taught or special education settings. Implications for future researchers are provided, along with cautions about widespread placement of SWD in either setting without monitoring that effective instructional practices are in place, and that students receive specially designed instruction as stipulated on their Individualized Education Programs.

联合教学由普通和特殊教育教师组成，他们在同一个教室里合作指导有残疾和没有残疾的学生。此外，一些残疾学生 (SWD) 在特殊教育环境中接受指导。本荟萃分析的目的是将 SWD 在联合授课班级的学业成绩与在特殊教育环境中的 SWD 成绩进行比较。对已发表的文献和灰色文献进行全面搜索，得出 26 项符合条件的研究，总计 3,714 SWD。结果表明中等效应大小 ( g = 0.47) 与特殊教育环境中的学生相比，联合教学环境中的学生。尽管调查结果支持 SWD 在联合授课课程中的学业成就，但需要更多信息来确定 SWD 在联合授课与特殊教育环境中的特征以及每种环境中的教学。描述了与结果相关的因素，包括缺乏关于教学实践和分配到联合教学或特殊教育环境的学生的等效性的信息。提供了对未来研究人员的影响，以及关于在任何一种环境中广泛放置 SWD 的警告，而没有监测有效的教学实践是否到位，并且学生接受了个性化教育计划中规定的专门设计的教学。