The Difference in Implementation of Co-Teaching Components in The Inclusive Classroom Based on Teachers’ Categories


The co-teaching approach can solve learning issues in an inclusive classroom. However, it is still not practiced widely by teachers who teach in the inclusive classroom. Therefore, this study aimed to look at the difference in co-teaching implementations in the inclusive classroom based on teacher categories. This quantitative study adapted the questionnaire from Hussin (2017) administered to 20 mainstream teachers and 20 special education teachers in a district in the state of Selangor, Malaysia. The items' reliability is 0.908. An inferential statistical t-test was used in this study. Vygotsky's Constructivist Theory underlying this study and the model of co-teaching was adapted. There was no significant difference between teacher categories in the implementation of co-teaching components, with t(38) = -0.387, p = 0.701 (p> 0.05). The equivalent expertise between mainstream teachers and special education teachers who work together will make the teaching and learning process in the inclusive classroom more effective. In conclusion, the effective implementation of the co-teaching components requires the cooperation and collaboration between mainstream and special education teachers to enhance learning quality in the inclusive classroom and fulfill the needs and access to education for special needs students.


co-teaching; special education teachers; inclusive education; teaching approach


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