Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum. Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo‐taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidence‐based practices from special education and specially designed instruction. Examples are included and discussed.