Michael Troeger is an educator based in New York who has observed the transformative power of integrated co-teaching in special education settings. As classrooms grow increasingly diverse in terms of learning profiles and educational needs, integrated co-teaching is becoming one of the most effective ways to ensure all students receive equitable access to high-quality instruction. This instructional model—featuring two educators simultaneously delivering lessons to smaller groups within the same classroom—is redefining how inclusive education is practiced and how it’s experienced by the learners it aims to serve.
The strength of integrated co-teaching lies in its ability to deliver specially designed instruction without removing students from the general education environment. Rather than separating students based on ability or support needs, integrated co-teaching brings differentiated, individualized support directly into the classroom. For professionals like Michael Troeger, this model represents a necessary evolution in special education—one that fosters both academic success and social belonging.
In New York State, the terminology “integrated co-teaching” is not just preferred—it’s required. According to the New York State Education Department (NYSED), districts must adopt this terminology consistently in IEP documentation to ensure a uniform understanding of the services being delivered. Previous terms such as “collaborative team teaching,” “inclusion class,” or “blended model” can still be referenced for clarity, but only in conjunction with “integrated co-teaching” to avoid ambiguity across districts.
Reducing group size within the classroom has an immediate and lasting effect on student engagement. Michael Troeger emphasizes that one of the key benefits of integrated co-teaching—particularly when educators adopt a parallel teaching format—is the opportunity it creates for more frequent, individualized interaction. When a class of 24 is divided into two groups of 12, each student gains more access to direct instruction, more chances to ask questions, and a greater likelihood of active participation.
This is especially beneficial for students with individualized education programs (IEPs), who may require frequent check-ins, clarification, or tailored approaches. Smaller groups enable educators to align instruction more closely with specific learning needs, whether based on skill level, learning style, or IEP objectives. Michael Troeger points out that this structure promotes both improved academic outcomes and greater student confidence—an essential ingredient for learners who have previously struggled in more traditional settings.
In more intimate groupings, students often feel safer taking academic risks. The supportive dynamic helps reduce fear of judgment and allows for stronger relationships between teachers and students. According to Troeger, this trust is foundational to student growth—especially for those who need consistent encouragement to engage with challenging material. When students are less anxious and more confident, they are more likely to stay engaged and persist through difficult tasks.
Additionally, smaller groups allow teachers to monitor comprehension in real time. If a student misunderstands a concept, the teacher can address it immediately without slowing down the entire class. This responsiveness can be especially important for students with processing disorders or attention difficulties, who benefit from immediate feedback and structured redirection.
Integrated co-teaching provides an efficient and effective way to align instruction with students' IEP goals. With two educators in the room, one can offer a scaffolded or adapted version of the day’s lesson while the other provides standard instruction—ensuring all students have access to the same content through different pathways. This kind of dual delivery is ideal for providing specially designed instruction directly within the classroom environment.
Specially designed instruction allows teachers to adapt content, methods, or instructional delivery to meet each student's unique learning needs. In practice, this might mean using graphic organizers for a student who struggles with organization, providing sentence starters for a student developing writing skills, or breaking down complex instructions into manageable steps for a student with executive functioning deficits. The goal is always the same: to ensure access to the general education curriculum in a way that is meaningful and effective for each learner.
Michael Troeger highlights how this structure makes it easier to embed support strategies—like reading fluency practice or executive functioning coaching—into the natural flow of instruction. Rather than relying on pull-out services, teachers can meet students’ IEP needs in real time, helping them stay engaged and connected to the class community. This integration reduces stigma and fosters a sense of inclusion.
As a result, students often make faster progress toward their IEP benchmarks. When instruction is relevant, accessible, and delivered in a supportive setting, retention improves—and so does the students’ belief in their own abilities. Michael Troeger underscores that when learners feel seen and supported where they are, their academic and personal growth accelerates. More importantly, students feel that they are part of the classroom, not apart from it.
The success of integrated co-teaching depends on effective collaboration between educators. Co-teachers must plan together, communicate openly, and maintain a shared vision for instruction and classroom culture. Michael Troeger believes this collaborative spirit is one of the model’s greatest strengths. When educators combine their expertise and perspectives, the result is more adaptive, responsive instruction for every student.
During planning, co-teachers determine how to divide instructional content, align teaching strategies, and establish shared expectations for behavior and academic progress. While this demands time and effort, the payoff is substantial. Troeger has seen that classrooms built on strong teacher partnerships create environments where all students—regardless of ability—have a better chance to thrive.
Teachers also need to reflect regularly on their practice. This might involve analyzing student data, reassessing grouping strategies, or trying new approaches based on student feedback. Michael Troeger stresses that the co-teaching partnership should be flexible, with educators willing to take on different roles based on student need and lesson content.
In addition, collaboration enhances professional development. General education and special education teachers bring different skill sets and training to the classroom. When they work together, they learn from one another, expanding their instructional toolkit. Troeger has witnessed firsthand how this exchange benefits both educators and students.
Integrated co-teaching isn’t just about instructional delivery—it’s about building inclusive learning communities. When students of all abilities learn together, supported by a team of teachers, they develop empathy, respect, and an appreciation for diversity. Michael Troeger emphasizes that this social inclusion enhances academic inclusion, creating an environment where every student can contribute meaningfully.
In an integrated co-teaching setting, students with disabilities are full members of the class—not separated or singled out. Their participation enriches classroom discussions and helps their peers understand that everyone brings strengths to the table. Troeger believes that when inclusion is embedded into the classroom model—not tacked on—it becomes part of how students see themselves and each other.
This inclusive culture promotes greater engagement, better attendance, and more positive relationships with peers and adults. According to Troeger, when students feel they belong, they are more likely to take risks, work hard, and persist through challenges. It also prepares students for life beyond school, where they will interact with people of varied abilities, perspectives, and communication styles.
True inclusion is not just a policy goal—it is a lived experience. When integrated co-teaching is done well, students of all backgrounds learn side-by-side and recognize that everyone has a place, a purpose, and potential.
As education evolves to meet diverse learning needs, integrated co-teaching stands out as a powerful model for inclusive, equitable instruction. Michael Troeger believes this approach will become increasingly vital—especially as districts seek to reduce reliance on pull-out services and instead deliver support in the least restrictive environment.
To make this model sustainable, schools must invest in professional development, co-planning time, and scheduling structures that support teacher collaboration. Troeger advocates for school leaders to prioritize integrated co-teaching, knowing the return—measured in student outcomes and educator satisfaction—is well worth the investment.
Challenges remain, particularly in under-resourced districts. Adequate staffing, time for co-planning, and access to specialized training are not always guaranteed. But Troeger insists that with proper support, these challenges are not insurmountable. He encourages schools to pilot co-teaching models, gather feedback from students and teachers, and refine implementation over time.
As more districts recognize the benefits of integrated co-teaching, its adoption will likely grow. Educators like Michael Troeger remain optimistic, inspired by what’s possible when students are given the environment and tools to succeed. For Troeger, integrated co-teaching is more than an instructional strategy—it’s a philosophy of access, inclusion, and high expectations. And when implemented with care, collaboration, and a commitment to specially designed instruction, it becomes a pathway to transformational learning for every student.
