With increasing number of children with disabilities in general education settings and emphasis of improving the quality of inclusive education program, the likelihood that the collaboration between general and special educators are considered as an important factor for applying inclusive education successfully. This study was to obtain information about co-teaching that provides direct education support to children with learning disabilities in inclusive education settings. One special educator, two general educators, and 18 students who participated in co-teaching practices for 1year were interviewed, observed, and teachers\' co-teaching journals were collected. Overall, teachers and students had positive perceptions of co-teaching practices in their classrooms. They reported that co-teaching practices were beneficial to teachers and students alike and that their idea about teaching students with learning disabilities in inclusive education settings had been positive since they used co-teaching. These results seem to support the notion that co-teaching is an effective teaching method for including students with disabilities in general education classrooms and for providing appropriate supports to them in these settings. But the academic effects of co-teaching revealed differently among students with and without disabilities. Implications for practices considering our education system were addressed to develop more appropriate co-teaching model for including students with disabilities.
Key words : inclusive education, co-teaching, collaboration, learning disabilities* Department of Special Education, Kangnam university