Keeley, Randa G.Brown, Monica R.Knapp, Debra2023-05-012023-05-012017This is the published version of an article that is available at https://eric.ed.gov/?id=EJ1184125. Recommended citation: Keeley, R. G., Brown, M. R., & Knapp, D. (2017). Evaluation of the student experience in the co-taught classroom. International Journal of Special Education, 32(3), 520–537. This item has been deposited in with the author’s permission and in the absence of publisher policies.https://hdl.handle.net/11274/14939https://eric.ed.gov/?id=EJ1184125Co-teaching is the fastest growing inclusion model in the United States. Yet, the effectiveness of this model from the student perspective is largely under researched. Over a six-week period of systematic implementation of co-teaching models, this study quantitatively compared student and teacher perceptions of the effectiveness of the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Quantitative analyses demonstrated statistical interactions between student and teacher perceptions. These findings differ from previous research in that they focus primarily on student perceptions in order to gain a better understanding of the impacts of co-teaching on students.en-USCo-teaching modelsEffectivenessSecondary educationInclusionTeaching methodologyPerceptionsArticle© 2022 Authors.CC BY 4.0