The aim of this study is to determine the opinions of the classroom and special education teacher about the co-teaching practices they conduct. This research is a qualitative study. Participants were determined by “purposeful sampling” method. Study group consists of one classroom teacher working at 2nd grade of an elementary school at Northern Cyprus where inclusive education is applied and a special education teacher working at the same school. Research data were collected using “unstructured interviews” and “semi-structured interview forms”. The data were analyzed using “Descriptive Analysis Method” which is a qualitative analysis method. According to the findings; teachers reinforced practices by using supportive technology which is suitable for individual differences and can address various senses, they displayed effective classroom management by sharing roles and responsibilities in classroom activities, and that they used types of evaluation which can show individual development more clearly. They also reported that they wanted to continue their studies in other courses because they believed that co-teaching practices contributed to their professional development.
Co-teaching, inclusion, reading comprehension, instructional adaptation, special education.