ABSTRACT
Yet despite its instinctive appeal and growing popularity, scholars have suggested that co-teaching should not be considered an effective or evidence-based practice based on the research literature (e.g., Murawski & Swanson, 2001; Weiss & Brigham, 2000). For example, in their meta-analysis, Murawski and Swanson identifi ed only six quantitative studies on co-teaching that met their inclusion criteria-three of which were ERIC documents and none of which explicitly measured treatment integrity. Thus, it is not surprising that Zigmond and Magiera (2001) recommended that co-teaching be used with caution due to limited empirical support. Accordingly, Weiss (2004) suggested that the popularity of co-teaching is due to advocacy efforts having outpaced the empirical evidence.
