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Top Journal of Educational Technology
Vol. 10 No. 1 (2025): January – February
Original Articles

BRIDGING GAPS WITH CO-TEACHING: A PATH TO INCLUSIVE EDUCATION

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  • Maria Teresa Alvarado-Montoya ,
  • Olufemi Adebayo Adeyemi
Maria Teresa Alvarado-Montoya
Faculty of Social Sciences, Pegaso University, Naples, Italy
Olufemi Adebayo Adeyemi
Department of Special Education, University of Lagos, Lagos, Nigeria
DOI: https://doi.org/10.5281/zenodo.14965949

Published 2025-03-04

Keywords

  • Inclusion,
  • Co-Teaching,
  • Special Pedagogy.

Copyright (c) 2025 Top Journal of Educational Technology

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

The professionalism of a teacher is not only identified with knowledge related to the discipline. Over time, a great transformation has been seen in the relationship between national programmes and teaching action, leading to the figure of the inclusive teacher. This work emphasises the professionalism of the support teacher and the increasingly specific and professional skills that the current situation requires. Special attention is paid to an inclusive and effective teaching perspective such as co-teaching, based on mutual collaboration, interchange of roles, shared planning and action strategies between curricular teacher and support teacher. It becomes a valid support for the development of effective educational - didactic methods. In an inclusive perspective, co-presence highlights the role of the support teacher who performs the function not only of supporting the whole class but also of co-teaching with the curricular colleague.

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