Abstract
Co-teaching is defined as a specific form of collaboration in which a classroom teacher and a special education teacher (or other support professional) share responsibility for planning delivering, and evaluating instruction for a mixed group of students. Here, Treahy and Gurganus describe five proven, effective co-teaching strategies, namely, team; alternative; one-teach, one-assist; stations; and parallel. They also demonstrate that the co-teaching model--when designed with teacher expertise in mind, structural flexibility sufficient planning, and close monitoring--presents a venue for effective mathematics instruction for all students in a diverse classroom.