As an EC teacher or education advocate, one question we often face is: "Which model helps students with IEPs succeed the most?" The answer isn’t one-size-fits-all, but let’s explore what the research and real classroom experience have to say.
Co-Teaching: Inclusion with Support
Co-teaching involves a general education teacher and a special education teacher sharing a classroom and jointly planning, instructing, and assessing students. It's designed to give students with IEPs access to grade-level content with embedded support.
Benefits of Co-Teaching:
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Increases engagement and participation in the general education setting
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Supports inclusive social and emotional development
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Encourages peer relationships and builds confidence
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Allows students to stay connected with grade-level curriculum
What the Research Says:
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When implemented with fidelity (strong planning and shared responsibility), co-teaching can lead to higher academic achievement, especially in reading and math.
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Students with disabilities in well-run inclusion settings often have higher graduation rates and fewer behavior referrals.
Challenges:
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Requires consistent collaboration and planning between teachers
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May not allow for intensive individualized instruction
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Ineffective if one teacher is just "assisting" rather than co-teaching
Pull-Out Services: Focused Skill Building
Pull-out (or resource room) services involve taking students with IEPs out of the general education classroom for small-group or one-on-one instruction focused on their IEP goals.
Benefits of Pull-Out:
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Allows for intensive, targeted instruction
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Reduces distractions and supports sensory needs
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Helps students who are significantly below grade level build foundational skills
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Ideal for focusing on specific goals like reading fluency or basic math
What the Research Says:
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Pull-out services are highly effective for early reading interventions and for students more than two grade levels behind
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Students often make quicker gains in specific skills when instruction is explicit and personalized
Challenges:
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Students may miss key grade-level instruction or feel isolated from peers
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Can be difficult to reintegrate students into the gen ed setting if used exclusively
So, What’s the Best Model?
Research and practical experience both point to this: a hybrid approach works best.
Combining the strengths of co-teaching for access to content and peer interaction, with pull-out services for focused support, gives students the best of both worlds.
The most important factor? Intentional planning and student-centered instruction—not just where a student learns, but how they are supported.
Final Thoughts for Educators and Parents
Every student is unique, and so is their path to success. Whether you're in the classroom or supporting from home, the goal is always the same: meaningful progress and a confident, capable learner.
Stay flexible, keep communicating, and trust that with the right support, every student can thrive.
Let me know your thoughts! Do you prefer co-teaching, pull-out, or a mix of both in your classroom? Drop a comment or share your experiences below.
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