The union is the strength

methodological implications of the co-teaching model in supporting school inclusion

Abstract

The objective of this text is to analyze the Co-teaching model as a methodological possibility for teachers of common education and special education in promoting school inclusion. The methodology used comprised a bibliographical research in which a survey of various sources of information (printed and online) was used. The assessment of the collected data was possible through the content analysis technique. The results showed that the proposal of Co-teaching is still a point highlighted in discourses about school inclusion, as the partnership between regular education and special education teachers is relatively insignificant. The texts analyzed also point out that the understanding of the concept of Co-teaching is still little explored in the educational context as it is not typically a proposal aimed only at the inclusion of students with disabilities in regular schools. However, its principle is considered a substantial element so that inclusive practices can be further strengthened. It can be concluded that Co-teaching is a valid and important action for school inclusion, as it narrows paths that have been widened for years by exclusion. And, it constituted a promising didactic action for school inclusion to go beyond the theoretical plan and become real in the concrete plan of regular education schools.