Co-teaching: An inclusive strategy to foster diversity in the classroom

Abstract

Objective: To critically analyze the implementation of co-teaching strategies between teachers and special education educators to promote attention to diversity in the classroom, identifying the contribution of curricular flexibility in reducing barriers to student access and participation.

Methodology: Empirical research was sought that identified co-teaching practices as the object of study. Through a review of evidence from Scielo, Dialnet, and ERIC databases (2020-2025), 14 studies on the implementation of co-teaching strategies to promote inclusion and diversity in the classroom were analyzed.

Conclusions: It is concluded that co-teaching is positioned as an essential pedagogical strategy to foster inclusive education, whose success depends on institutional support, teacher training, and professional collaboration. Its benefits for student learning and participation support its implementation in various educational contexts.