SPECIAL EDUCATION AND COLLABORATIVE TEACHING: CO-TEACHING MODELS IN PRACTICE

Abstract

Special education integrated with collaborative teaching stands out as an essential approach to promote inclusion and equity in contemporary schools. Considering the growing diversity in classrooms, the adoption of co-teaching models becomes necessary to meet the varied needs of students, especially those with disabilities. Co-teaching, characterized by the partnership between educators in different contexts, is analyzed as an effective strategy to create a more inclusive learning environment. The main objective of this study is to discuss co-teaching practices that promote differentiated strategies, ranging from curricular adaptations to the use of assistive technologies. The research is based on a bibliographic approach, including the analysis of renowned authors in the field and data from case studies. The results indicate that collaboration between teachers not only divides responsibilities, but also enhances the individual skills of each professional, favoring a more inclusive and personalized teaching. Practical examples show the positive interaction between educators from different specialties, which impacts the academic and social development of students. In addition, difficulties faced by teaching teams are identified, such as resistance to change and lack of specific training, as well as strategies to overcome these challenges. The engagement of the family and the community in inclusive education is highlighted, reinforcing the importance of preparing everyone involved for a harmonious coexistence. The essay seeks to clarify the foundations of collaborative teaching, stimulating a broad debate on collective responsibility in inclusive education.