A meta-synthesis of qualitative research was conducted on co-teaching by general and special educators working with students with and without disabilities in primary and secondary general education classrooms. We sought to update the Scruggs et al., 2007 meta-synthesis to discern new knowledge, including co-teaching's impact on students and teachers. Although challenges are identified, co-teachers perceive that co-teaching can enhance their and their students' learning. Findings suggest that school personnel, researchers and policymakers can consider co-teaching as a learning context for co-teachers as well as a dynamic framework that can potentially foster effective instruction for all students in the co-taught classroom.

对普通教育工作者和特殊教育工作者在小学和中学普通教育课堂上与残疾和非残疾学生共同教学的定性研究进行了综合综合。我们试图更新 Scruggs 等人，2007 年的综合综合以辨别新知识，包括合作教学对学生和教师的影响。尽管已经确定了挑战，但合作教师认为合作教学可以提高他们和学生的学习效果。调查结果表明，学校工作人员、研究人员和政策制定者可以将共同教学视为共同教师的学习环境以及一个动态框架，该框架可能会促进共同教学课堂上所有学生的有效教学。