This group should comprise only about 10 percent of the students in the class so as not to overwhelm the educators, says James McLeskey, a professor of curriculum and instruction at Indiana University in Bloomington. He notes, though, that he has seen classes work where up to 25 percent of the students in one class were identified as disabled. In the team teaching model, one teacher delivers the curriculum content while the other clarifies, paraphrases, adds information, or uses visual aids to try to enhance understanding of a new concept. A third variation, the supportive learning activities approach, has the special education teacher overseeing activities such as partner or group learning or peer tutoring, while the general educator delivers the curriculum. Teachers must also avoid relegating the special education teacher, especially, to a role of glorified aide.
Experts also warn against unrealistic expectations.
Professionals must judge models of collaboration by their effect. This means being careful to focus on how the students are learning, not just on how the collaboration is working. The potential benefits of co-teaching can be many, according to qualitative research studies. Teachers can obtain personal and professional support by working closely with a colleague and by their exposure to a wider range of students. Special education teachers can also get a better sense of how their students are faring in regular classrooms.