Introduction

Co-teaching is defined as “two or more professionals delivering substantive instruction to a diverse, or blended group of students in a single physical space” (Cook & Friend, 1995, p. 2). Friend and Cook (2007) expand the view to dig deeper into a co-teaching definition through a description of the following three basic characteristics. Co-Teaching Is

Two qualified teachers (i.e., a general education teacher and a special education teacher).

Both teachers have an active role in the instructional learning process.

A heterogeneous group of students (i.e., both general education and students with special needs) participate in learning in a shared space (i.e., classroom).

Collaboration consists of either temporary (a few hours per day, per week, etc.) or permanent (full time, yearlong) co-teaching experiences (Friend & Cook, 2007). But let’s step away from the linguistic view of co-teaching and jump right in to some authentic examples that will illustrate the human side of co-teaching. As the following real-life scenarios are explored, readers can allow for the emotional side of co-teaching to unfold—and to bring meaning to the language that merely describes co-teaching practice.