The Lived Experiences of Special and General Education Teachers Using a Collaborative Teaching Model to Meet the Needs of Students with Learning Disabilities In Inclusive Classrooms: A Phenomenological Study

The Lived Experiences of Special and General Education Teachers Using a Collaborative Teaching Model to Meet the Needs of Students with Learning Disabilities In Inclusive Classrooms: A Phenomenological Study | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article The Lived Experiences of Special and General Education Teachers Using a Collaborative Teaching Model to Meet the Needs of Students with Learning Disabilities In Inclusive Classrooms: A Phenomenological Study Ayesha Alnajar This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6925340/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract Inclusive education is an intricate reform and the way school systems are organized can commonly contribute to different challenges that they face in attempting to develop, maintain, and improve practices of inclusivity. Co-teaching, which is an instructional model of collaboration between educators, is deemed to be a beneficial approach to inclusive education. Its level of effectiveness, though, is not conclusive, as a variety of teaching styles, student requirements, instructional quality, and contrasting approaches can often make it difficult for rigorous standards to be met, which are vital to high-quality experimental research. The current phenomenological study explores the individual experiences of general and special education teachers at a middle school level, with an evaluation of co-teaching and its success in supporting students who present with learning disabilities. Semi-structured interviews were used to collect the study’s data with eight teachers from a single school located in the Eastern Province of the Kingdom of Saudi Arabia (KSA). The results were analysed using thematic analysis through NVIVO software. The findings revealed three key themes: socio-emotional well-being and academic achievement, facilitating learning—the teacher’s evolving role, and the school administration’s support. Accordingly, the results indicate that the implementation of this programme achieved remarkable success with all different students, and particularly regarding individuals with learning disabilities, due to the positive experiences teachers had. This also creates an opportunity to integrate specialized knowledge and skills possessed by both general education teachers and special education teachers, which will help students benefit from learning in a more inclusive educational environment. The study concludes with recommendations and future research directions, providing insights to further enhance co-teaching practices and collaboration skills among teachers. Social science/Education Social science/Psychology Co-teaching Learning disabilities Universal design of learning General education teacher Special education teachers Schools’ roles The KSA Figures Figure 1 Introduction A notable recent development in education has seen the augmentation of different educational resources utilised in the provision of support for students presenting with disabilities. This has helped to improve the teaching process and enable educators to work more efficiently in attaining their academic objectives when working with these particular students. Hence, cognitive, social, and emotional development of these students has become more frequent (Alrumaih, 2019). Moreover, a variety of research studies demonstrate that it is imperative that students with disabilities are educated alongside their peers, where they are able to join regular classrooms with the provision of relevant supportive services and programmes, contributing to the speed of integration with the majority of students and reducing the gap between them (Colson & Smothers, 2018). Recent legislation in special education has enhanced the availability of suitable educational options for those individuals who present with a disability. The Individuals with Disabilities Education Act provides students with disabilities with free and appropriate education, in order to enable them to access relevant and necessary educational resources within public schools (Aron & Loprest, 2012). This encompasses a comprehensive educational system that accommodates all students, addressing their diverse categories, needs, and various social, physical, intellectual, and linguistic circumstances (Iacono et al., 2023). Indeed, inclusive education enables students with disabilities to obtain their educational opportunities through high-quality curricula with their typical peers and under the supervision of experienced teachers according to a specific plan and instructions derived from evidence-based research and practice, which provides an appropriate educational environment for them without restrictions or conditions (Loreman, 2014). Accordingly, this programme fosters an interactive educational environment that sets high expectations tailored to each student, minimising the neglect of various categories of students with disabilities. It allows students to showcase their abilities and interact with peers without feelings of inferiority. This approach empowers students with disabilities in the job market, enhances their skills, and creates opportunities that enable them to live independently and confidently (Mag et al., 2017). Inclusive education programmes have received great attention in several countries, and these programmes have expanded to include most disability categories and have contributed significantly to the inclusion of large numbers of students with disabilities in public schools (Harvey et al., 2010). These changes have led to the use of new innovative strategies and diverse teaching methods that help to enable teachers to achieve more successful results in educating students with disabilities and have prompted new curricula to meet these students’ needs (Rexroat-Frazier & Chamberlin, 2019). Specifically, one of the basic methods in inclusive education programmes that enables its successful implementation is collaborative teaching (Murawski & Dieker, 2008), which is considered one of the methods applied in education and falls under Vygotsky’s theory, which indicates that social interaction leads to cognitive development (Lochner, Murawski & Daley, 2019). Co-teaching promotes collaborative instruction where educators of general education and special education work in partnership to teach diverse individuals in the same classroom (Bouck, 2007). This improves the level of support for students requiring more attention, with general education teachers concentrating on subject content, which special education teacher focus more on learning strategies (Dikkers et al., 2015). It is believed that co-teaching enhances the overall development of students in: (1) learning skills including creativity, critical thinking, communication, problem-solving, and teamwork; (2) literacy skills, such as digital, media, and information literacy; and (3) life skills that include adaptability, initiative, self-management, cultural awareness, accountability, and leadership (Magiera & Zigmond, 2005). The implementation and development of co-teaching is to create a blend of individual strengths and specialised knowledge of both set of teachers in order to produce a more inclusive learning experience for the students (Brown, Howerter & Morgan, 2013). This involves collaborative lesson planning and instruction, together with coordinated assessment that meets the diverse requirements of all students. Co-teaching is generally developed through the utilisation of six particular instructional models, which are based on the following teaching roles and responsibilities: One Teaches, One Observes – One teacher instructs while the other observes student behaviour. One Teaches, One Assists – One teacher leads the lesson, and the other provides support around the room. Station Teaching – Students rotate through three separate learning stations, with both teacher managing one station each and the third as a place for independent work. Parallel Teaching – Both teachers deliver the same lesson simultaneously to a divided class of smaller groups, which can help to increase interaction. Alternative Teaching – One teacher works with the majority of the students, while the other provides instruction to a smaller group of individuals who require additional support on particular subjects. Team Teaching – Both teachers function as joint instructional lead, modelling, demonstrating, and guiding the full class together (Friend & Barron, 2016). General education teachers frequently struggle to teach students in an effective manner that have special educational needs (Bjørnsrud & Nilsen, 2019). These students require specialised strategies that some general educators have failed to be trained to utilise (Bundock et al., 2023). Collaborative teaching, though, has been proven to improve the outcomes for both students and teachers alike (Nilsen, 2017; Friend et al., 2010). Indeed, studies emphasise improved performance in co-taught settings across different subjects and school environments (Fontana, 2005; Hang & Rabren, 2009; Bottge et al., 2018; Cole et al., 2020), and particularly in regards to students who have to learn in general education classes. In general, effective collaboration among educators increases teaching quality, motivation, and the achievement levels of students (Hargreaves & O’Connor, 2018). This has helped to integrate additional students with disabilities into mainstream settings (Lindqvist & Nilholm, 2014); although challenges still remain, such as limited co-teaching knowledge and ability, inadequate professional development, and a lack of planning time (Stormont et al., 2012). Learning Disabilities Students with learning disabilities continue to face obstacles in inclusive middle school classrooms as there is limited instructional variety and undertrained teachers (Mastropieri et al., 2006). Many individuals also develop negative attitudes toward STEM subjects due to the inaccessibility of certain educational materials (Lee & Erdogan, 2007). This contributes to low participation in STEM careers, with approximately only 5% of professionals pursuing careers in these fields (Bundock et al., 2023). However, inclusive education can lead to long-term benefits for students with learning disabilities, including better academic achievement, social development, and higher levels of post-secondary employment (Conderman & Hedin, 2014; Hoppey, 2016). Universal Design of Learning One beneficial approach to curriculum development is Universal Design for Learning (UDL), which aims to create instructional goals, methods, materials, and assessments that are sufficiently flexible to accommodate the various needs of diverse learners (Hitchcock, Meyer, Rose & Jackson, 2002). This has gained widespread recognition as a framework for curriculum and pedagogical design, both nationally and internationally, as it has been proven to effectively support diversity in classrooms (Rose et al., 2005). A UDL-based curriculum focuses on the following principles to improve the learning experience of students who present with a disability: The provision of various ways to represent different information and concepts; Different options for expression and performance; The engagement of learners in diverse ways to enhance levels of motivation and participation (Hitchcock, Meyer, Rose & Jackson, 2002). Role of General Education Teachers In co-teaching classes, general education teachers are vital as they cultivate an inclusive atmosphere that meets the diverse requirements of all students, including those individuals presenting with disabilities. Their responsibilities involve collaborating with special education teachers to co-plan, co-deliver, and co-assess classes, ensuring that the curriculum is tailored to accommodate different learning needs (Friend et al., 2010). According to Tomlinson (2014), they use numerous instructional strategies that help to address a variety of learning styles and abilities, ensuring equitable access to the curriculum while encouraging active participation from each student. Additionally, general education instructors establish behavioural expectations and classroom procedures that foster positive learning environments for students with disabilities and their peers (Villa et al., 2013). Further, Fisher and Frey (2014) play a significant role in assessing students’ progress through formative and summative assessments, using outcomes to inform instruction and provide targeted support where necessary. General education teachers actively seek professional development opportunities and engage in reflective practices to enhance their effectiveness in co-teaching settings. These efforts support their ongoing improvement in teaching strategies and expand the knowledge of inclusive education (Mulholland & O’Connor, 2016). As a result, all students gain both intellectually and socially from the success of co-teaching classrooms, largely due to the contributions of general education teachers, who are essential in promoting collaboration and communication among all parties involved in students’ education. To ensure the effective implementation of accommodations and modifications, these teachers work closely with special education instructors to align instructional goals with Individualized Education Programs (IEPs) (Friend & Cook, 2017). Furthermore, they advocate for inclusivity by helping to create a classroom environment that embraces diversity and encourages interaction and peer support among students with varying skill levels (Mulholland & O’Connor, 2016). Their ability to communicate openly with parents and other caregivers is particularly vital as this increases trust and ensures that families are informed of their child’s needs and progress (Murawski & Spencer, 2011). In addition, general education teachers often take the initiative in integrating technology and innovative teaching methods to make the classroom more accessible and engaging for all students (Gebhardt, Schwab, Krammer & Gegenfurtner, 2015). The success and sustainability of inclusive education practices are enhanced when general education teachers actively participate in these co-teaching aspects, which also improve their students’ experiences in a learning setting. Role of Special Education Teachers Special education teachers who work in co-teaching classrooms help to ensure that students who present with disabilities receive vital support that improves inclusivity. The main responsibility is to enhance collaboration with general education teachers in order to deliver lessons that function around a variety of learning needs (Friend & Cook, 2017); bringing specialised knowledge to adapt curricula accordingly, which includes the modification of teaching strategies and accommodating specific requirements for students’ Individualized Education Programs (IEPs) (Murawski & Spencer, 2011). These teachers also offer support within the classroom through the provision of small-groups or individual assistance that reinforces learning and addresses any potential obstacles (Friend et al., 2010). Furthermore, special education teachers advocate for students with disabilities by fostering an inclusive and equitable classroom environment. They help promote a culture of acceptance by educating peers and staff in regards to disabilities, encouraging empathy, and facilitating positive interactions among all students (Malone & Gallagher, 2010). Another critical aspect of their role is to conduct ongoing assessments to monitor the progress of students with disabilities. This data-driven approach allows special education teachers to identify areas where additional interventions or adjustments are required, ensuring that instruction ultimately remains effective (Fisher & Frey, 2014). Beyond instruction, special education teachers provide essential guidance to students’ families, offering updates on progress, while collaborating on strategies to support learning at home (McGlothin, 2023). Through these efforts, special education teachers are pivotal in augmenting students’ academic and social success in co-teaching classrooms. In addition to instructional responsibilities, special education teachers in co-teaching classrooms are imperative in facilitating collaboration among all stakeholders. They work closely with general education teachers to align instructional practices with students’ Individualised Education Programs (IEPs) and consistently implement required accommodations and modifications (Friend & Cook, 2017). Special education teachers also serve as a bridge between the school and families, guiding strategies to support students’ learning and behaviour at home, while keeping families informed in relation to their progress (Murawski & Spencer, 2011). This role often involves contributing to professional development for their co-teachers and peers by sharing strategies for differentiated instruction, behaviour management, and fostering inclusivity (Faraclas, 2018). Moreover, special education teachers utilise their expertise in behaviour intervention and social-emotional learning to help students build essential skills for success in both academic and social contexts (Fisher & Frey, 2008). By assuming these multifaceted responsibilities, special education teachers enhance the overall effectiveness of the co-teaching model and help create a learning environment where all students are able to thrive. Schools’ Role Schools play a fundamental role in fostering the success of co-teaching in inclusive classrooms by cultivating a culture of collaboration, providing structural support, and ensuring that teachers receive adequate training and resources. One of the most critical responsibilities of schools is to allocate sufficient time for co-planning. Research highlights that shared planning time is essential for co-teaching teams to align instructional goals, adapt curricula, and integrate accommodations effectively (Friend & Cook, 2017). Without dedicated planning time, co-teaching teams may struggle to meet diverse student needs. Schools can also support co-teaching by providing access to technology, flexible seating, and instructional tools that help make lessons more engaging and inclusive for the students (Murawski & Spencer, 2011). Through the prioritisation of these forms of supports, schools lay the foundation for effective collaboration between general and special education teachers. Professional development is another cornerstone of successful co-teaching. Therefore, it would be beneficial for schools to invest in training programmes that equip teachers with strategies to navigate the complexities of co-teaching models and foster inclusive practices. Studies indicate that when educators receive targeted training in co-teaching strategies, student outcomes improve, particularly for those with disabilities (Strogilos, Stefanidis & Tragoulia, 2016). Further, schools can provide mentoring opportunities, pairing experienced co-teachers with new teams to help them navigate challenges and develop effective instructional partnerships (Murawski & Dieker, 2013). Such initiatives empower educators to implement co-teaching strategies both confidently and successfully. Administrative support is also essential for sustaining effective co-teaching. Hence, school leaders must establish clear expectations for co-teaching teams and provide consistent guidance and feedback (Villa et al., 2013). Additionally, fostering a culture of inclusion throughout the school promotes a shared commitment to meeting the needs of all learners. Administrators can also address barriers, such as large class sizes or limited resources, which may hinder the effectiveness of co-teaching teams. By demonstrating a strong commitment to inclusive education, school leaders encourage staff to prioritise collaboration and inclusion (Fisher & Frey, 2008). Finally, schools are vital in supporting co-teaching initiatives that involve families and the broader community. Hosting informational sessions and open houses focused on inclusive education helps families to understand the benefits of co-teaching and builds trust between schools and caregivers (Friend et al., 2010). When families feel informed and involved, they are more likely to collaborate with teachers in supporting student learning. Schools that actively engage families and community partners strengthen the overall support network for students, fostering a more inclusive and equitable learning environment for all. The Kingdom of Saudi Arabia (KSA) The Kingdom of Saudi Arabia (KSA), represented by the General Secretariat of Special Education at the Ministry of Education (MoE), has been interested in improving the services of integrating special groups in public schools at all educational levels according to a well-studied plan and organised work (Aldabas, 2015). As a result of this interest, specific programmes for learning disabilities have witnessed rapid development, and have been opened in the intermediate and secondary stages, with a different mechanism of work from the primary stage. This is conducted with focus on the application of collaborative teaching and strategic learning primarily, in addition to individual teaching, which is completely relied upon in the primary stage (Alahmadi & El Keshky, 2019). With these developments in the KSA, the concept of collaborative teaching emerged, and with it questions started to emerge in both the general and private educational field regarding the concept of collaborative teaching and how to apply it, and whether the application of collaborative teaching will serve special education in all educational stages, and what its role is in the KSA’s direction towards comprehensive education. Therefore, collaborative teaching is considered a new topic in the Arab world, which has not received attention from researchers. Thus, it can be observed that there is a lack of Arab references on this topic. Therefore, it is important to know teachers’ experiences in this type of teaching to highlight the concept and method of applying collaborative teaching and enrich the Arab office with a reference and guide that serves the field and provides comprehensive information for specialists and teachers to apply collaborative teaching. Subsequently, the current study aims to address the gap in existing literature by evaluating the experiences of both special and general education teachers in the KSA when a collaborative teaching model is implemented. Additionally, the study offers initial insights into the advantages of the UDL curriculum, and pedagogical factors that are vital in its implementation. Research Questions How do special and general education teachers describe their experiences of using collaborative teaching to support students with learning disabilities in inclusive classrooms? What are the benefits of collaborative teaching in supporting students with learning disabilities in inclusive classrooms? How do special and general education teachers perceive the challenges addressed by collaborative teaching in inclusive classrooms? Methods The current study utilised a qualitative phenomenological approach to analyse special and general education teachers’ experiences of co-teaching students with learning disabilities. This form of qualitative research, as stated by Merriam (1998) helps in producing interpretations of different social phenomena (p.5). Specifically, descriptive and interpretive information are two phenomenological methodologies that could be used in this research. The foundational principles of these methodologies are the teacher’s subjective experiences, the meanings they ascribe to their lived experiences, and their connections to these experiences (Langdridge, 2007). Describing the phenomenon signifies hearing, reading, and perceiving what the researcher emphasises in the participants’ descriptions of their experiences. Ultimately, it is a description of the situation rather than an explanation (Langdridge, 2008; Hargreaves, 2000). Transcendental phenomenological research describes the shared meanings of individuals’ lived experiences regarding a specific concept or phenomenon, focusing less on the researcher’s interpretation and more on telling the participants’ experiences (Creswell, 2013). This design involves collecting data from participants’ natural environments. However, this study utilised a hermeneutic phenomenological research design, which focuses on clarifying the assumptions and meanings ascertained in participants’ interview transcripts. This approach can help reveal insights that participants might struggle to articulate, providing a rich, detailed, and nuanced understanding of the phenomenon being studied (Van Manen, 2017; Creswell & Poth, 2018). Instrument Development The researchers developed semi-structured interviews as a method of data collection. A series of open-ended questions were used during the interviews to improve the conversation and gather precise and thorough data. The primary goal of an experimental interview was to ensure that the questions were understandable, and if required, they were developed and reworded. The expected time required to finish the interview was also calculated. To make it easier for the participants to utilise, the researcher also made sure the questions ran sequentially. The study and interview questions were divided into two sections. The first section asked for demographic information regarding the teachers and their students with learning disabilities, including a total of nine questions. The first five questions related to the teachers, and the remainder about the students. The teachers’ information included gender, educational background, co-teaching training, level of education, specialised degree, and teaching experiences. However, the students’ information included their grades, the number of students with LD in the classroom, and LD’s categories whether it would be developmental or academic disabilities. The study’s research question, which comprised three open-ended sub-questions, served as the basis for the interview questions in the second section. Consequently, there were fourteen questions: four in the first section that helped answer the first research question, four in the second section to help answer the second research question, and the final four in the third section that proved beneficial in answering the third research question. Participants Using a purposive sampling method, eight participants were selected from a middle school in Al-Qatif, the KSA. Among them were one special education teacher and seven general education teachers. These teachers all engaged in collaborative teaching to create an enriched environment for students with learning disabilities. Four of the participants were Arabic Language Teachers for grades 7, 8, and 9, while the other three were Math teachers for the same grades. The data had become sufficient and explicit (see Table 1). This selection enabled the possibility to capture the phenomenon from a broader perspective and gain insights from a community viewpoint rather than a case-by-case analysis (Bush and Amechi, 2019, p.7). To protect their privacy and encourage open expression, participants were assigned pseudonyms, such as SET1, GET1, GET2, for example. Prior to data collection, participants were informed about the study’s purpose and assured that they could withdraw at any point without the need to provide an explanation. Table 1 Characteristics of teachers of students with learning disabilities ( LD) Teacher Code Educational Background Teacher’s Gender Co-Teaching Training Level of Education Teachers Specialised Major Teaching Experiences Students’ Grade Numbers of Students with LD GE1 General Education Teacher Female 20 hours Bachelor’s degree Arabic language Art 12 years 7 th 2 GE2 General Education Teacher Female 10 hours Bachelor’s degree Arabic language Art 10 years 8 th 4 GE3 General Education Teacher Female 6 hours Bachelor’s degree Arabic language Art 5 years 9 th grader 3 GE4 General Education Teacher Female 15 hours Bachelor’s degree Arabic language Art 2 years 9 th grader 4 GE5 General Education Teacher Female None Bachelor’s degree Mathematics Less than a year 7 th grader 4 GE6 General Education Teacher Female 12 hours Bachelor’s degree Mathematics One years 8 th grader 2 Table 1 (Continued) Teacher Code Educational Background Teacher’s Gender Co-Teaching Training Level of Education Teachers Specialised Major Teaching Experiences Students’ Grade Numbers of Students with LD GE7 General Education Teacher Female 8 hours Bachelor’s degree Mathematics 8 years 9 th grader 3 SE1 Special Education Teacher Female 20 hours Bachelor’s degree Learning Disabilities 17 years 7 th grader 4 Data Collection Due to spatial distancing, the researcher conducted discussions through individual Zoom meetings that lasted between 30 and 45 minutes. WhatsApp messages were also utilised for member checking to enhance data accuracy and adequacy. Probes frequently clarified participants’ meanings and encouraged deeper explanations (Penner & McClement, 2008). The interview questions focused on three primary standards: the teacher’s experiences utilising the co-teaching model, the benefits of collaboration between general and special education teachers, and the teachers’ challenges while working collaboratively. After analysing the findings, participants were invited to review and comment on the interpretation, a process to increase the study’s trustworthiness. All the study’s participants agreed that the findings and interpretations were accurate and acceptable. Trustworthiness of the Study The current study used member checking, referential adequacy, and peer briefing to produce a level of credibility. The process of member checking enabled participants to provide feedback on the transcriptions and interpretations of the interviews, allowing for any inaccuracies to be rectified. Moreover, an audit trail that documented the process of the research process supported the replication of the research in similar contexts (Erlandson et al., 1993). Meanwhile, transferability was addressed through detailed descriptions of the different sampling and findings, which enabled better evaluation of how the results could be applied in other contexts. The procedures were documented to show the sources of information, with triangulation conducted with three experienced qualitative research instructors, who coded emerging themes in order to produce reliable, robust, and accurate findings, reaching 90% agreement. Findings The researcher conducted a thematic data analysis and identified three key themes (see Figure 1). Hermeneutic phenomenology is not limited to specific analytical techniques, but is an interpretative approach involving various analytical activities (Bynum & Varpio, 2018). Following their recommendations, the researcher utilised Nvivo for data analysis, which helped organise the data and facilitated interpretation. Analytical memos were kept to document the researchers’ thoughts during analysis, distinguishing between general ideas and specific coding notes (Saldaña, 2016). A clear focus on the phenomenon under investigation was maintained throughout the analysis. There was a deliberate effort through the final step to better comprehend how the data improved the comprehension of the phenomenon. The six steps of thematic analysis by Braun and Clarke (2006) were used to identify the emerging themes. These included data familiarisation, generation of the initial codes, theme searches, theme review, theme definitions, and the final report. The thematic analysis results are presented in the following section (see Table 2). The interview excerpts are presented verbatim, as is the common way in phenomenological research, which does not alter syntax or sentence structure, maintaining the level of data authenticity. Table 2 Thematic analysis results Themes Subthemes Teachers’ Statement Coding 1. Socio-emotional well-being and academic achievement 1.1 Understanding the content of the subject better GE2 “I think that having two teachers in one class is a very important factor in conveying information easily to students with learning disabilities because we both support each other in explaining the lesson, solving problems, and participating in the dialogue. Therefore, students rarely suffer from difficulties in understanding the lesson content because they receive immediate support for all their needs.” + Table 2 (Continued) Themes Subthemes Teachers’ Statement Coding 1.2 Interacting more positively with others SE1 “While working as a collaborator with the general education teacher, I feel that students with learning disabilities are able to interact socially with their peers with no hesitant during group work because they are very confident that they will not make mistakes as long as the collaborator is with them.” + 1.3 Boosting students’ confidence and self-esteem GE6 “I remember one of the beautiful situations with one of my learning disability students when I asked her to solve a mathematical problem about estimating percentages of numbers. She first raised her hand and got up from her chair trying to answer quickly and replied saying that she wanted to prove to her special education teacher that her efforts were fruitful with her and that she was very impressed with the way she helped and loved the student. She was very confident and organised.” + 1.4 Reduced stress and anxiety levels GE4 “Because of the assistant teacher’s presence, most students with learning disabilities experience psychological comfort, emotional calmness, and a lack of fear during quizzes and exams.” + 1.5 Increasing self-regulation and self-advocacy SE1 “I believe learning is about students becoming self-advocates and self-determined beyond academics, focusing on growth mind-sets, organisational skills, and transitioning successfully into adulthood. My goal is to empower students through support, explicit guidance, and practice, helping them to build independence and autonomy. By creating a safe, welcoming environment, I enable them to advocate for their needs, adapt to challenges, and thrive as self-regulated learners.” + 2. Facilitating learning: the evolving role of the teacher 2.1 Teacher’s personality traits GE1 “As a general education teacher, I am a teacher with a difficult personality who takes things seriously and firmly and does not accept repeating mistakes from students, so students may feel uncomfortable in my class. The presence of a special education teacher greatly helps students with learning disabilities in reducing their psychological pressure since she is more flexible and kinder.” + Table 2 (Continued) Themes Subthemes Teachers’ Statement Coding 2.2 Closing the students’ achievement gap SE1 “In our co-teaching classroom, we focus on student achievement and closing the accomplishment gap by addressing individual needs with two distinct teaching approaches. Having two minds planning lessons and instruction helps us to reach students more effectively, reducing misunderstandings and ensuring everyone works toward their full potential. The students enjoy the collaborative environment, and it’s rewarding to see them on the same page.” + 2.3 Sharing regulation of pedagogical work SE1 “I keep track of my colleagues and of the general education teachers’ schedules, and purposefully set aside time to talk about the needs, behaviours, progress, and other aspects of the learning disability students. When I meet them, I am respectful of their time. I always come with a short agenda about what will be discussed. I am trying to brainstorm ways to fix problems, give suggestions, be a good listener and follow-up with the conversation later, either through a call or an email or another meeting.” + 3. School administration’s support 3.1 Professional development opportunities and training courses GE3 “We greatly miss the training courses provided by the administration in the field of cooperative education, which strengthens us and qualifies us for creative work and enrichment activities. As this costs a lot of money, we hope that the administration will bear its costs and give us the opportunity to attend it.” _ 3.2 Thanking teachers and demonstrating appreciation for their work GE7 “A positive remark from the school’s principal will make me proud of my skills and accomplishments and more substantial and committed to my work. To decompress from work stress, I genuinely need to hear expressions of gratitude and appreciation.” _ 3.3 Ensuring availability of resources for teachers and students GE3 “We suffer significantly from the inadequacies and scarcity of educational technology, such as student tablets, and the absence of suitable training programmes that equip educators and students to handle cutting-edge technological advancements. One of the primary barriers to fully utilising educational technologies is the Internet’s fragility. If there isn’t a robust and quick Internet connection, what use does it serve to have technological equipment like smart boards in every classroom? Due to the Internet’s shortcomings, learning results suffer as the educational process is disrupted and access to necessary digital materials is delayed. The relevant authorities must thus offer long-lasting training programmes because this undertaking requires systematic work rather than sporadic efforts.” _ Table 2 (Continued) Themes Subthemes Teachers’ Statement Coding 3.4 Increasing teacher involvement in decision-making GE3 “If I am highly involved in decision-making, it will lead to improved student outcomes, increased satisfaction, an enhanced school climate, and a more passionate teaching profession. My expertise and unique perspective on my students can inform effective educational decisions. So, involvement in curriculum development, instruction, and assessment can enhance student engagement and achievement. My satisfaction will boost morale, lead to better teaching, and, ultimately, improve student outcomes. A positive school climate fostered by my participation will encourage collaboration and support student success. By empowering us, schools can cultivate a passionate and dedicated teaching force.” _ Three prominent themes emerged from the teacher interviews, with the first associating socio-emotional well-being, self-esteem, and social integration with academic achievement. This theme aligned with Research Question 1, which described the experiences of general and special education teachers working together and discussed the impact of collaborative teaching on students with learning disabilities in inclusive classrooms. The analysis revealed that these students suffered from not completing assignments and with difficulty understanding all the parts of a lesson before applying this approach. The theme encompassed five sub-themes to enhance the understanding of the subject’s content, with the first sub-theme including participants discussing through collaboration. In a co-taught classroom, a general education teacher is able to lead the main lesson, while the special education teacher provides one-on-one instruction, ensuring students with learning disabilities receive extra support without leaving the classroom. By combining strategies, both teachers provide visual, auditory, kinaesthetic, and hands-on approaches, helping students with learning disabilities to access content in the most beneficial way. Hence, multiple learning modalities will be provided in this classroom. The second sub-theme is that students with learning disabilities interact socially with their peers in group work without hesitation and are highly confident. The third sub-theme is to boost self-confidence and self-esteem in these students, as confidence levels are critical for students with learning disabilities in regards to their educational success, because many of them face bullying and harassment, so their grades frequently suffer. Getting students involved in several self-esteem activities is one of the best ways to increase their confidence. This will occur in a co-taught classroom with the support of two teachers. The fourth sub-theme is to reduce stress and anxiety levels, as these students may be more burdensome than other individuals. Correspondingly, participants noted that they need to be aware of any signs that their students are suffering from anxiety, so that they can implement appropriate measures immediately, reduce the effects of anxiety, and support their students’ mental health. The fifth sub-theme is to increase the self-regulation and self-advocacy of students with learning disabilities. Some teachers acknowledged that students need education to learn how to live independently by writing formal emails and asking for prompt help. The second central theme was the changing role of the teacher through learning facilitation, which correlated to Research Question 2 and explored the benefits of collaborative teaching in supporting students with learning disabilities in inclusive classrooms. This theme included three sub-themes. The first sub-theme was teachers’ personality traits. Teachers emphasised that students with learning disabilities need two or more teachers in the same classroom, not because they have different expertise, but because some students like to learn from certain personalities that may not be present in the other teachers. The second one was to close the students’ achievement gap through collaborative teaching and differentiated instruction. Due to a lack of enrichment and an emphasis on children with more obvious needs, students with learning disabilities frequently stagnate in inclusive classrooms. Accordingly, teachers may need to make significant adjustments to their teaching strategies to educate these populations properly, with co-teaching and differentiated instruction incredibly beneficial. These methods allow teachers to modify their lessons to fit each student’s unique learning preferences, proficiency levels, and linguistic and cultural backgrounds. The third sub-theme focuses on how teachers share the regulation of pedagogical work. In co-teaching classrooms, teachers collaborate to plan lessons, share instructional roles, and manage the classroom effectively using models such as team teaching or parallel teaching. They jointly assess student progress, provide consistent feedback, and adapt strategies through open communication. Mutual trust and professional development enhance teamwork, creating a supportive and inclusive learning environment. The third theme was the school administration’s support. This theme correlated to Research Question 3 and explored the challenges addressed by the co-teachers in inclusive classrooms. This theme included five sub-themes, with the first one as the professional development opportunities and training courses. The teachers explained that finances are the most significant barrier preventing them from pursuing professional development. More than 60% of those interviewed said cost was the main reason they did not pursue these opportunities. The second sub-theme was the appreciation of teachers’ work, as teachers illustrated that they are more likely to stay dedicated to their work when they feel respected and valued, especially in environments where they receive continual coaching and professional development opportunities. The third sub-theme was to ensure the availability of resources for teachers and students. Hiring resourceful teachers will benefit any educational institution. Teachers need to be resourceful in various ways, such as working constructively and collaboratively with others and using appropriate technology, including the latest free and open-source online resources. A teacher’s resourcefulness affects students’ academic achievement, retention, motivation, and other factors. The fourth sub-theme was the increase in teacher involvement in decision-making. Teachers clarified that the school management team regrettably excludes them from many decision-making processes, including instructional components that enhance pedagogy and curricular material knowledge. Additionally, other considerations concern curriculum development, learning new technologies, and teaching approaches. Nonetheless, to foster a cooperative relationship between the school administration and teachers, as well as provide them with an opportunity to cooperate and raise the school rating, which is consistent with the KSA’s Vision 2030, teachers must be included in decision-making on those factors. Discussion The current study investigated the lived experiences of both special and general education teachers through the use of a collaborative teaching model that supported students who presented with learning disabilities in inclusive classrooms. Al-Fellah (2021) stated that while research on this topic has increased recently, it remains widely unused in Saudi schools. Participants noted that students with learning disabilities would perform to a better level academically in a co-teaching setting, as they would benefit from both social and emotional development. Further, peer interactions in co-taught classrooms would help students to overcome many of the obstacles associated with academic life in a more confident manner. Research has also indicated that social and emotional factors are vital to the enhancement of academic success (Elias & Haynes, 2008); while supportive relationships that are developed in educational settings improve students’ overall well-being (Berger, Alcalay, Torretti & Milicic, 2011). Most general education teachers highlighted that collaboration minimises the isolation of one-teacher practice and reinforces joint work as part of professional obligations. By implementing the collaborative teaching model, teachers provide differentiated instruction to meet the needs of all students. Research confirms that this model allows teachers to integrate their knowledge and expertise, leading to a more comprehensive and practical learning experience for students (Paires & Mandal, 2023). Students are also exposed to diverse teaching styles and perspectives, which can enhance their cognitive engagement and understanding of the material (Anthonymsamy et al., 2020; Lochner et al., 2019). The participants in the current study also indicated that co-teaching creates a supportive environment where students with learning disabilities develop communication, teamwork, and conflict-resolution skills. This finding aligns with the research by Friend and Cook (2017), who stated that co-teaching encourages inclusive practices by allowing students both with and without disabilities to collaborate, fostering friendships, and reducing stigma. These positive interactions contribute to a sense of belonging, decreasing student behavioural issues and increasing motivation (Friend & Cook, 2017). Furthermore, peer-assisted learning strategies promote cooperation and mutual support, enhancing academic and social outcomes (Lochner, Murawski & Daley, 2019). Additionally, the study results suggest that co-teachers can assist students with disabilities in feeling capable, valued, and empowered in their learning by offering individualised support, encouraging positive peer interactions, and utilising strength-based teaching strategies. Deci and Ryan (2000) found that when students experience a sense of autonomy, competence, and relatedness, their intrinsic motivation and confidence improve. Additionally, the results of the study expressed that students with learning disabilities frequently face increased stress and anxiety due to academic challenges, social pressures, and self-doubt. These stressors, though, can be significantly alleviated when co-teachers provide a structured, supportive, and inclusive environment. This finding is consistent with Van Ryzin and Roseth (2021) study, which indicated that the more significant social contact encouraged by cooperative teaching could enhance peer relatedness, thus reducing student stress, decreasing emotional issues, and fostering academic engagement. In addition, the results demonstrate that co-teachers are eager to improve students’ self-regulation skills. As a result, students receive focused support in these skills from two teachers simultaneously, making skill acquisition more consistent and beneficial. As students advance through school and prepare for community life, they should rely less on teachers, as well as others, and become subsequently become more self-directed. Students can, thus, achieve more positive and productive outcomes, including academic success by learning to manage and regulate their daily activities. The study’s findings support what other research indicates that self-regulation helps students to spontaneously deal with educational problems, situations, and academic tasks, enabling them to generate new and diverse ideas (Miconi, Moscardino, Altoè & Salcuni, 2019). Participants indicated an association between teachers’ personalities and students’ learning motivation through the teacher's role as a learning facilitator. The results are in line with some previous studies implying such associations that teachers’ personalities are strongly linked with teaching efficacy. It also confirmed that personality influences their willingness to continue teaching (Klassen & Tze, 2014; Hartmann & Ertl, 2023). The current research also illuminates the efforts to close the achievement gap for students with learning disabilities. In accordance, the study by Murphy and Christle (2024) supports this conclusion, finding that co-teaching is an effective model for delivering services to these particular students, based on two years of analysis of student achievement data. The findings of the current study also indicate that teachers are actively engaged in regulation by focusing on establishing initial learning goals and monitoring, reflecting on, and evaluating their self-regulated teaching. This positively influences teachers’ development of pedagogical expertise, helping them to become aware of the direction in which they want to grow and make deliberate choices that support achieving these goals. Murtonen, Aldahdouh, Vilppu, Trang, Riekkinen, and Vermunt (2024) also found the importance of regulation and the quality of teacher learning in student-centred teaching. After presenting the strengths of the impact of implementing collaborative teaching, it is necessary to state the challenges that special and general education teachers face while practicing this programme. Most participants mentioned that the school’s administrative support was one of the challenges they faced in the current study. The administration failed to offer training programmes that address the needs and interests of the teachers. The results agree with Albahusain (2022) and Faraclas (2018) that teachers benefit from training courses as a significant component of professional development opportunities, as they help them to become better educators and collaborate more effectively in inclusive classrooms. The results of the present study also correspond with Elliot (2017), who found that professional training would help general and special education teachers to develop positive attitudes toward teaching, build good relationships, break down barriers among each other, and help them plan lessons together. The results approved by a recent systematic review indicated that the professional development training changed teachers’ positive attitudes toward inclusive education, and, overall, students demonstrated optimal knowledge development (Holmqvist & Lilling, 2021). Furthermore, the majority of teachers indicated that school leaders are able to significantly influence their engagement and enthusiasm for their work, and their appreciation can inspire gratitude in both teachers and students. The results of this study also confirmed that co-teachers require more attention from the principals and the MoE because their work is doubled with the students. Aparicio, Centeno, Robinson, and Arantazandi (2022) found that principals’ actions can significantly reduce teachers’ stress levels, a good feeling for school staff and other educational organisations. Emmons (2007) agreed that when people practice gratitude, they experience benefits that affect them emotionally, physically, and personally. Therefore, school leaders should evaluate these relationships and determine how to nurture them to their fullest potential (McTigue et al, 2024). Participants also commented that a significant challenge stemmed from unreliable Internet access, even though the majority had smartboards, tablets, and/or desktops. The poor level of connection would reduce effective utilisation of these resources, and thus, hinder research, presentations, and communication. Contrastingly, when the Internet is functioning correctly it can improve education through the provision up-to-date information (Ahiaku & Muyambi, 2024); although when used mainly for social purposes it can disrupt the process of learning. Limitations and Recommendations for Future Research The current study has limitations that future research could address. Firstly, the small sample size makes it difficult to generalise the findings, particularly regarding the number of special education teachers involved in the study. Another limitation relates to finding a school in the Eastern Province of the KSA that utilises the co-teaching model during data collection, as the programme is new to the region and has not been adopted in all schools. There is also a risk of bias with a qualitative, phenomenological approach. The researcher carefully collected personal experiences and opinions, collaborating with various professionals for coding and data analysis. Furthermore, the researcher ensured intercoder reliability and consensus with the coded data, although future researchers are advised to add Likert scale questions to capture respondents’ opinions and beliefs. Future studies could also utilise additional data collection tools, such as surveys, to uncover any statistically significant differences in performance on the collaboration skills scale between special education teachers of students with learning disabilities and general education teachers. It may also be possible to include both male and female teachers to fully understand whether gender variables affect participants’ experiences in professional development programmes, as the current study was applied only to female teachers due to the scarcity of schools that implement co-teaching programmes in the Eastern Province. Additionally, experiments would be beneficial that focus on how teachers of elementary and high schools could benefit from the co-teaching programme to improve their competencies and collaborative skills. Declarations Conflict of Interest There is no conflict of interest for the author. Ethics Approval The ethical aspects of this study have been approved by the King Faisal University Human Research Ethics Committee (Reference No. KFU-REC-2024-MAY-ETHICS2359) Informed Consent All participants gave their informed consent before participating in the study. Funding This work is supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Grant No. KFU251529]. Author Contribution The author conceived and designed the research, conducted the interviews, analyzed data, and wrote the manuscript. The author read and approved the manuscript. Acknowledgement The author sincerely thanks the teachers who participated in this study for their time, insights, and invaluable contributions. The author also thanks the Ministry of Education for facilitating the research in schools. The author also appreciates the peer reviewers' and anonymous editors' efforts and expertise. Their suggestions and constructive critiques have elevated the quality and credibility of this study. Their thorough review process has refined the content, methodology, and interpretation. Their expertise ensures accuracy and relevance while maintaining scholarly standards. The author values their comprehensive evaluation, which has enhanced coherence and clarity, encouraging further improvement. Peer reviewers foster excellence and integrity in research, significantly contributing to scientific knowledge and academic publications. 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A., Thousand, J. S., & Nevin, A. I. (2013). A guide to co-teaching: New lessons and strategies to facilitate student learning. Corwin Press. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 02 Sep, 2025 Editor invited by journal 29 Aug, 2025 Editor assigned by journal 26 Aug, 2025 Submission checks completed at journal 11 Aug, 2025 First submitted to journal 18 Jun, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6925340","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Article","associatedPublications":[],"authors":[{"id":509276142,"identity":"cd45db0a-9c85-4d0a-9596-ac0054ef44dc","order_by":0,"name":"Ayesha Alnajar","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAABAElEQVRIie3RMWvCQBTA8RMx00uzviNQv8IV4Ub7VXo4dyqUDIKC8LoIrgqln8EuWZtyYJYD10AHddG1WwNiNE2dpIl263D/+X483jvGbLZ/mIMgokBkIBbxGu+CtiLPMJYGupR4eHWzxEBfiwQkfprOw6gOrDY0m1LCx15LoNEtPgaHTyjqTQbA6g3alxKReBI5aTVCcHz3Jbqf6pzU6KOCuGFOMkXNp83WDS8nqSJk0nfD+Dy5TeAr5ZnpFWT3rNXbDym/WH6oR85pdpzS16qY0jhHXvP1CUH6MOsU5H1oKsjCSFx9k2a89qHbVtP5fLWs+srfi/743maz2WwnHQAYaWpJDfX0KwAAAABJRU5ErkJggg==","orcid":"","institution":"King Faisal University","correspondingAuthor":true,"prefix":"","firstName":"Ayesha","middleName":"","lastName":"Alnajar","suffix":""}],"badges":[],"createdAt":"2025-06-18 18:08:16","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-6925340/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6925340/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":90861760,"identity":"13abf538-c854-412d-b103-293b7975da7f","added_by":"auto","created_at":"2025-09-09 06:21:46","extension":"jpeg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":273782,"visible":true,"origin":"","legend":"\u003cp\u003eThe thematic analysis of participants’ responses revealed a comprehensive overview of the main and sub-themes\u003c/p\u003e","description":"","filename":"floatimage1.jpeg","url":"https://assets-eu.researchsquare.com/files/rs-6925340/v1/ce9677393b4e307fea2286c6.jpeg"},{"id":90862418,"identity":"5cba9557-57e4-4a09-981d-ed96f8c98dd7","added_by":"auto","created_at":"2025-09-09 06:29:47","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1365642,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6925340/v1/6a8f997f-29de-4ca9-9fab-7ba4497dd48f.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eThe Lived Experiences of Special and General Education Teachers Using a Collaborative Teaching Model to Meet the Needs of Students with Learning Disabilities In Inclusive Classrooms: A Phenomenological Study\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eA notable recent development in education has seen the augmentation of different educational resources utilised in the provision of support for students presenting with disabilities. This has helped to improve the teaching process and enable educators to work more efficiently in attaining their academic objectives when working with these particular students. Hence, cognitive, social, and emotional development of these students has become more frequent (Alrumaih, 2019). Moreover, a variety of research studies demonstrate that it is imperative that students with disabilities are educated alongside their peers, where they are able to join regular classrooms with the provision of relevant supportive services and programmes, contributing to the speed of integration with the majority of students and reducing the gap between them (Colson \u0026amp; Smothers, 2018).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eRecent legislation in special education has enhanced the availability of suitable educational options for those individuals who present with a disability. The Individuals with Disabilities Education Act provides students with disabilities with free and appropriate education, in order to enable them to access relevant and necessary educational resources within public schools (Aron \u0026amp; Loprest, 2012). This encompasses a comprehensive educational system that accommodates all students, addressing their diverse categories, needs, and various social, physical, intellectual, and linguistic circumstances (Iacono et al., 2023). Indeed, inclusive education enables students with disabilities to obtain their educational opportunities through high-quality curricula with their typical peers and under the supervision of experienced teachers according to a specific plan and instructions derived from evidence-based research and practice, which provides an appropriate educational environment for them without restrictions or conditions (Loreman, 2014). Accordingly, this programme fosters an interactive educational environment that sets high expectations tailored to each student, minimising the neglect of various categories of students with disabilities. It allows students to showcase their abilities and interact with peers without feelings of inferiority. This approach empowers students with disabilities in the job market, enhances their skills, and creates opportunities that enable them to live independently and confidently\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e(Mag et al., 2017).\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;Inclusive education programmes have received great attention in several countries, and these programmes have expanded to include most disability categories and have contributed significantly to the inclusion of large numbers of students with disabilities in public schools (Harvey et al., 2010). These changes have led to the use of new innovative strategies and diverse teaching methods that help to enable teachers to achieve more successful results in educating students with disabilities and have prompted new curricula to meet these students\u0026rsquo; needs (Rexroat-Frazier \u0026amp; Chamberlin, 2019). Specifically, one of the basic methods in inclusive education programmes that enables its successful implementation is collaborative teaching (Murawski \u0026amp; Dieker, 2008), which is considered one of the methods applied in education and falls under Vygotsky\u0026rsquo;s theory, which indicates that social interaction leads to cognitive development (Lochner, Murawski \u0026amp; Daley, 2019).\u003c/p\u003e\n\u003cp\u003eCo-teaching promotes collaborative instruction where educators of general education and special education work in partnership to teach diverse individuals in the same classroom (Bouck, 2007). This improves the level of support for students requiring more attention, with general education teachers concentrating on subject content, which special education teacher focus more on learning strategies (Dikkers et al., 2015). It is believed that co-teaching enhances the overall development of students in: (1) learning skills including creativity, critical thinking, communication, problem-solving, and teamwork; (2) literacy skills, such as digital, media, and information literacy; and (3) life skills that include adaptability, initiative, self-management, cultural awareness, accountability, and leadership (Magiera \u0026amp; Zigmond, 2005).\u003c/p\u003e\n\u003cp\u003eThe implementation and development of co-teaching is to create a blend of individual strengths and specialised knowledge of both set of teachers in order to produce a more inclusive learning experience for the students (Brown, Howerter \u0026amp; Morgan, 2013). This involves collaborative lesson planning and instruction, together with coordinated assessment that meets the diverse requirements of all students. Co-teaching is generally developed through the utilisation of six particular instructional models, which are based on the following teaching roles and responsibilities:\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003e\u003cstrong\u003eOne Teaches, One Observes\u003c/strong\u003e \u0026ndash; One teacher instructs while the other observes student behaviour.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eOne Teaches, One Assists\u003c/strong\u003e \u0026ndash; One teacher leads the lesson, and the other provides support around the room.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eStation Teaching\u003c/strong\u003e \u0026ndash; Students rotate through three separate learning stations, with both teacher managing one station each and the third as a place for independent work.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eParallel Teaching\u003c/strong\u003e \u0026ndash; Both teachers deliver the same lesson simultaneously to a divided class of smaller groups, which can help to increase interaction.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eAlternative Teaching\u003c/strong\u003e \u0026ndash; One teacher works with the majority of the students, while the other provides instruction to a smaller group of individuals who require additional support on particular subjects.\u003c/li\u003e\n \u003cli\u003e\u003cstrong\u003eTeam Teaching\u003c/strong\u003e \u0026ndash; Both teachers function as joint instructional lead, modelling, demonstrating, and guiding the full class together (Friend \u0026amp; Barron, 2016).\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eGeneral education teachers frequently struggle to teach students in an effective manner that have special educational needs (Bj\u0026oslash;rnsrud \u0026amp; Nilsen, 2019). These students require specialised strategies that some general educators have failed to be trained to utilise (Bundock et al., 2023). Collaborative teaching, though, has been proven to improve the outcomes for both students and teachers alike (Nilsen, 2017; Friend et al., 2010). Indeed, studies emphasise improved performance in co-taught settings across different subjects and school environments (Fontana, 2005; Hang \u0026amp; Rabren, 2009; Bottge et al., 2018; Cole et al., 2020), and particularly in regards to students who have to learn in general education classes. In general, effective collaboration among educators increases teaching quality, motivation, and the achievement levels of students (Hargreaves \u0026amp; O\u0026rsquo;Connor, 2018). This has helped to integrate additional students with disabilities into mainstream settings (Lindqvist \u0026amp; Nilholm, 2014); although challenges still remain, such as limited co-teaching knowledge and ability, inadequate professional development, and a lack of planning time (Stormont et al., 2012).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLearning Disabilities\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eStudents with learning disabilities continue to face obstacles in inclusive middle school classrooms as there is limited instructional variety and undertrained teachers (Mastropieri et al., 2006). Many individuals also develop negative attitudes toward STEM subjects due to the inaccessibility of certain educational materials (Lee \u0026amp; Erdogan, 2007). This contributes to low participation in STEM careers, with approximately only 5% of professionals pursuing careers in these fields (Bundock et al., 2023). However, inclusive education can lead to long-term benefits for students with learning disabilities, including better academic achievement, social development, and higher levels of post-secondary employment (Conderman \u0026amp; Hedin, 2014; Hoppey, 2016).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eUniversal Design of Learning\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOne beneficial approach to curriculum development is Universal Design for Learning (UDL), which aims to create instructional goals, methods, materials, and assessments that are sufficiently flexible to accommodate the various needs of diverse learners (Hitchcock, Meyer, Rose \u0026amp; Jackson, 2002). This has gained widespread recognition as a framework for curriculum and pedagogical design, both nationally and internationally, as it has been proven to effectively support diversity in classrooms (Rose et al., 2005). A UDL-based curriculum focuses on the following principles to improve the learning experience of students who present with a disability:\u003c/p\u003e\n\u003col start=\"1\" type=\"1\"\u003e\n \u003cli\u003eThe provision of various ways to represent different \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;information and concepts;\u003c/li\u003e\n \u003cli\u003eDifferent options for expression and performance;\u003c/li\u003e\n \u003cli\u003eThe engagement of learners in diverse ways to enhance levels of motivation and participation (Hitchcock, Meyer, Rose \u0026amp; Jackson, 2002).\u003c/li\u003e\n\u003c/ol\u003e\n\u003cp\u003e\u003cstrong\u003eRole of General Education Teachers\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn co-teaching classes, general education teachers are vital as they cultivate an inclusive atmosphere that meets the diverse requirements of all students, including those individuals presenting with disabilities. Their responsibilities involve collaborating with special education teachers to co-plan, co-deliver, and co-assess classes, ensuring that the curriculum is tailored to accommodate different learning needs (Friend et al., 2010). According to Tomlinson (2014), they use numerous instructional strategies that help to address a variety of learning styles and abilities, ensuring equitable access to the curriculum while encouraging active participation from each student. Additionally, general education instructors establish behavioural expectations and classroom procedures that foster positive learning environments for students with disabilities and their peers (Villa et al., 2013). Further, Fisher and Frey (2014) play a significant role in assessing students\u0026rsquo; progress through formative and summative assessments, using outcomes to inform instruction and provide targeted support where necessary.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eGeneral education teachers actively seek professional development opportunities and engage in reflective practices to enhance their effectiveness in co-teaching settings. These efforts support their ongoing improvement in teaching strategies and expand the knowledge of inclusive education (Mulholland \u0026amp; O\u0026rsquo;Connor, 2016). As a result, all students gain both intellectually and socially from the success of co-teaching classrooms, largely due to the contributions of general education teachers, who are essential in promoting collaboration and communication among all parties involved in students\u0026rsquo; education. To ensure the effective implementation of accommodations and modifications, these teachers work closely with special education instructors to align instructional goals with Individualized Education Programs (IEPs) (Friend \u0026amp; Cook, 2017). Furthermore, they advocate for inclusivity by helping to create a classroom environment that embraces diversity and encourages interaction and peer support among students with varying skill levels (Mulholland \u0026amp; O\u0026rsquo;Connor, 2016). Their ability to communicate openly with parents and other caregivers is particularly vital as this increases trust and ensures that families are informed of their child\u0026rsquo;s needs and progress (Murawski \u0026amp; Spencer, 2011).\u003c/p\u003e\n\u003cp\u003eIn addition, general education teachers often take the initiative in integrating technology and innovative teaching methods to make the classroom more accessible and engaging for all students (Gebhardt, Schwab, Krammer \u0026amp; Gegenfurtner, 2015). The success and sustainability of inclusive education practices are enhanced when general education teachers actively participate in these co-teaching aspects, which also improve their students\u0026rsquo; experiences in a learning setting.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eRole of Special Education Teachers\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSpecial education teachers who work in co-teaching classrooms help to ensure that students who present with disabilities receive vital support that improves inclusivity. The main responsibility is to enhance collaboration with general education teachers in order to deliver lessons that function around a variety of learning needs (Friend \u0026amp; Cook, 2017); bringing specialised knowledge to adapt curricula accordingly, which includes the modification of teaching strategies and accommodating specific requirements for students\u0026rsquo; Individualized Education Programs (IEPs) (Murawski \u0026amp; Spencer, 2011). These teachers also offer support within the classroom through the provision of small-groups or individual assistance that reinforces learning and addresses any potential obstacles (Friend et al., 2010).\u003c/p\u003e\n\u003cp\u003eFurthermore, special education teachers advocate for students with disabilities by fostering an inclusive and equitable classroom environment. They help promote a culture of acceptance by educating peers and staff in regards to disabilities, encouraging empathy, and facilitating positive interactions among all students (Malone \u0026amp; Gallagher, 2010). Another critical aspect of their role is to conduct ongoing assessments to monitor the progress of students with disabilities. This data-driven approach allows special education teachers to identify areas where additional interventions or adjustments are required, ensuring that instruction ultimately remains effective (Fisher \u0026amp; Frey, 2014). Beyond instruction, special education teachers provide essential guidance to students\u0026rsquo; families, offering updates on progress, while collaborating on strategies to support learning at home (McGlothin, 2023). Through these efforts, special education teachers are pivotal in augmenting students\u0026rsquo; academic and social success in co-teaching classrooms.\u003c/p\u003e\n\u003cp\u003eIn addition to instructional responsibilities, special education teachers in co-teaching classrooms are imperative in facilitating collaboration among all stakeholders. They work closely with general education teachers to align instructional practices with students\u0026rsquo; Individualised Education Programs (IEPs) and consistently implement required accommodations and modifications (Friend \u0026amp; Cook, 2017). Special education teachers also serve as a bridge between the school and families, guiding strategies to support students\u0026rsquo; learning and behaviour at home, while keeping families informed in relation to their progress (Murawski \u0026amp; Spencer, 2011). This role often involves contributing to professional development for their co-teachers and peers by sharing strategies for differentiated instruction, behaviour management, and fostering inclusivity (Faraclas, 2018). Moreover, special education teachers utilise their expertise in behaviour intervention and social-emotional learning to help students build essential skills for success in both academic and social contexts (Fisher \u0026amp; Frey, 2008). By assuming these multifaceted responsibilities, special education teachers enhance the overall effectiveness of the co-teaching model and help create a learning environment where all students are able to thrive.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSchools\u0026rsquo; Role\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSchools play a fundamental role in fostering the success of co-teaching in inclusive classrooms by cultivating a culture of collaboration, providing structural support, and ensuring that teachers receive adequate training and resources. One of the most critical responsibilities of schools is to allocate sufficient time for co-planning. Research highlights that shared planning time is essential for co-teaching teams to align instructional goals, adapt curricula, and integrate accommodations effectively (Friend \u0026amp; Cook, 2017). Without dedicated planning time, co-teaching teams may struggle to meet diverse student needs. Schools can also support co-teaching by providing access to technology, flexible seating, and instructional tools that help make lessons more engaging and inclusive for the students (Murawski \u0026amp; Spencer, 2011). Through the prioritisation of these forms of supports, schools lay the foundation for effective collaboration between general and special education teachers.\u003c/p\u003e\n\u003cp\u003eProfessional development is another cornerstone of successful co-teaching. Therefore, it would be beneficial for schools to invest in training programmes that equip teachers with strategies to navigate the complexities of co-teaching models and foster inclusive practices. Studies indicate that when educators receive targeted training in co-teaching strategies, student outcomes improve, particularly for those with disabilities (Strogilos, Stefanidis \u0026amp; Tragoulia, 2016). Further, schools can provide mentoring opportunities, pairing experienced co-teachers with new teams to help them navigate challenges and develop effective instructional partnerships (Murawski \u0026amp; Dieker, 2013). Such initiatives empower educators to implement co-teaching strategies both confidently and successfully.\u003c/p\u003e\n\u003cp\u003eAdministrative support is also essential for sustaining effective co-teaching. Hence, school leaders must establish clear expectations for co-teaching teams and provide consistent guidance and feedback (Villa et al., 2013). Additionally, fostering a culture of inclusion throughout the school promotes a shared commitment to meeting the needs of all learners. Administrators can also address barriers, such as large class sizes or limited resources, which may hinder the effectiveness of co-teaching teams. By demonstrating a strong commitment to inclusive education, school leaders encourage staff to prioritise collaboration and inclusion (Fisher \u0026amp; Frey, 2008).\u003c/p\u003e\n\u003cp\u003eFinally, schools are vital in supporting co-teaching initiatives that involve families and the broader community. Hosting informational sessions and open houses focused on inclusive education helps families to understand the benefits of co-teaching and builds trust between schools and caregivers (Friend et al., 2010). When families feel informed and involved, they are more likely to collaborate with teachers in supporting student learning. Schools that actively engage families and community partners strengthen the overall support network for students, fostering a more inclusive and equitable learning environment for all.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eThe Kingdom of Saudi Arabia (KSA)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Kingdom of Saudi Arabia (KSA), represented by the General Secretariat of Special Education at the Ministry of Education (MoE), has been interested in improving the services of integrating special groups in public schools at all educational levels according to a well-studied plan and organised work (Aldabas, 2015). As a result of this interest, specific programmes for learning disabilities have witnessed rapid development, and have been opened in the intermediate and secondary stages, with a different mechanism of work from the primary stage. This is conducted with focus on the application of collaborative teaching and strategic learning primarily, in addition to individual teaching, which is completely relied upon in the primary stage (Alahmadi \u0026amp; El Keshky, 2019).\u003c/p\u003e\n\u003cp\u003eWith these developments in the KSA, the concept of collaborative teaching emerged, and with it questions started to emerge in both the general and private educational field regarding the concept of collaborative teaching and how to apply it, and whether the application of collaborative teaching will serve special education in all educational stages, and what its role is in the KSA\u0026rsquo;s direction towards comprehensive education. Therefore, collaborative teaching is considered a new topic in the Arab world, which has not received attention from researchers. Thus, it can be observed that there is a lack of Arab references on this topic. Therefore, it is important to know teachers\u0026rsquo; experiences in this type of teaching to highlight the concept and method of applying collaborative teaching and enrich the Arab office with a reference and guide that serves the field and provides comprehensive information for specialists and teachers to apply collaborative teaching. Subsequently, the current study aims to address the gap in existing literature by evaluating the experiences of both special and general education teachers in the KSA when a collaborative teaching model is implemented. Additionally, the study offers initial insights into the advantages of the UDL curriculum, and pedagogical factors that are vital in its implementation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResearch Questions\u003c/strong\u003e\u003c/p\u003e\n\u003col\u003e\n \u003cli\u003eHow do special and general\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003eeducation teachers describe their experiences of using collaborative teaching to support students with learning disabilities in inclusive classrooms?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eWhat are the benefits of collaborative teaching in supporting students with learning disabilities in inclusive classrooms?\u0026nbsp;\u003c/li\u003e\n \u003cli\u003eHow do special and general education teachers perceive the challenges addressed by collaborative teaching in inclusive classrooms?\u003c/li\u003e\n\u003c/ol\u003e"},{"header":"Methods","content":"\u003cp\u003eThe current study utilised a qualitative phenomenological approach to analyse special and general education teachers\u0026rsquo; experiences of co-teaching students with learning disabilities. This form of qualitative research, as stated by Merriam (1998) helps in producing interpretations of different social phenomena (p.5). Specifically, descriptive and interpretive information are two phenomenological methodologies that could be used in this research. The foundational principles of these methodologies are the teacher\u0026rsquo;s subjective experiences, the meanings they ascribe to their lived experiences, and their connections to these experiences (Langdridge, 2007).\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003eDescribing the phenomenon signifies hearing, reading, and perceiving what the researcher emphasises in the participants\u0026rsquo; descriptions of their experiences. \u0026nbsp;Ultimately, it is a description of the situation rather than an explanation (Langdridge, 2008; Hargreaves, 2000).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTranscendental phenomenological research describes the shared meanings of individuals\u0026rsquo; lived experiences regarding a specific concept or phenomenon, focusing less on the researcher\u0026rsquo;s interpretation and more on telling the participants\u0026rsquo; experiences (Creswell, 2013). This design involves collecting data from participants\u0026rsquo; natural environments. However, this study utilised a hermeneutic phenomenological research design, which focuses on clarifying the assumptions and meanings ascertained in participants\u0026rsquo; interview transcripts. This approach can help reveal insights that participants might struggle to articulate, providing a rich, detailed, and nuanced understanding of the phenomenon being studied (Van Manen, 2017; Creswell \u0026amp; Poth, 2018).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInstrument Development\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe researchers developed semi-structured interviews as a method of data collection. A series of open-ended questions were used during the interviews to improve the conversation and gather precise and thorough data. The primary goal of an experimental interview was to ensure that the questions were understandable, and if required, they were developed and reworded. The expected time required to finish the interview was also calculated. To make it easier for the participants to utilise, the researcher also made sure the questions ran sequentially.\u003c/p\u003e\n\u003cp\u003eThe study and interview questions were divided into two sections. The first section asked for demographic information regarding the teachers and their students with learning disabilities, including a total of nine questions. The first five questions related to the teachers, and the remainder about the students. The teachers\u0026rsquo; information included gender, educational background, co-teaching training, level of education, specialised degree, and teaching experiences. However, the students\u0026rsquo; information included their grades, the number of students with LD in the classroom, and LD\u0026rsquo;s categories whether it would be developmental or academic disabilities.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe study\u0026rsquo;s research question, which comprised three open-ended sub-questions, served as the basis for the interview questions in the second section. Consequently, there were fourteen questions: four in the first section that helped answer the first research question, four in the second section to help answer the second research question, and the final four in the third section that proved beneficial in answering the third research question.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eUsing a purposive sampling method, eight participants were selected from a middle school in Al-Qatif, the KSA. Among them were one special education teacher and seven general education teachers. These teachers all engaged in collaborative teaching to create an enriched environment for students with learning disabilities. Four of the participants were Arabic Language Teachers for grades 7, 8, and 9, while the other three were Math teachers for the same grades. The data had become sufficient and explicit (see Table 1). This selection enabled the possibility to capture the phenomenon from a broader perspective and gain insights from a community viewpoint rather than a case-by-case analysis (Bush and Amechi, 2019, p.7). To protect their privacy and encourage open expression, participants were assigned pseudonyms, such as SET1, GET1, GET2, for example. Prior to data collection, participants were informed about the study\u0026rsquo;s purpose and assured that they could withdraw at any point without the need to provide an explanation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u0026nbsp;\u003c/strong\u003eCharacteristics of teachers of students with learning disabilities\u003cstrong\u003e\u0026nbsp;(\u003c/strong\u003eLD)\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"750\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeacher Code\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducational Background\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeacher\u0026rsquo;s Gender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCo-Teaching Training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel of Education\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeachers Specialised Major\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeaching Experiences\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudents\u0026rsquo; Grade \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumbers of Students with LD\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eGE1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eGeneral Education Teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e20 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eArabic language Art\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e12 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e7\u003csup\u003eth\u003c/sup\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eGE2\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eGeneral Education Teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e10 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eArabic language Art\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e10 years\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e8\u003csup\u003eth\u003c/sup\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eGE3\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eGeneral Education Teacher\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e6 hours\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eArabic language Art\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e5 years\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e9\u003csup\u003eth\u003c/sup\u003e grader\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eGE4\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eGeneral Education Teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e15 hours\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eArabic language Art\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e2 years\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e9\u003csup\u003eth\u003c/sup\u003e grader\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eGE5\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eGeneral Education Teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003eNone \u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eMathematics\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eLess than a year\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e7\u003csup\u003eth\u003c/sup\u003e grader\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eGE6\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eGeneral Education Teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e12 hours \u0026nbsp; \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eMathematics\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003eOne years\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e8\u003csup\u003eth\u003c/sup\u003e grader\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e2\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1 (Continued)\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cdiv align=\"\"\u003e\n \u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"750\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeacher Code\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducational Background\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeacher\u0026rsquo;s Gender\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eCo-Teaching Training\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eLevel of Education\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeachers Specialised Major\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeaching Experiences\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eStudents\u0026rsquo; Grade \u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumbers of Students with LD\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eGE7\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eGeneral Education Teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e8 hours\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eMathematics\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e8 years\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e9\u003csup\u003eth\u003c/sup\u003e grader\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e3\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 69px;\"\u003e\n \u003cp\u003eSE1\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 96px;\"\u003e\n \u003cp\u003eSpecial Education Teacher\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 80px;\"\u003e\n \u003cp\u003eFemale\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e20 hours\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 85px;\"\u003e\n \u003cp\u003eBachelor\u0026rsquo;s degree\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 97px;\"\u003e\n \u003cp\u003eLearning Disabilities\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 95px;\"\u003e\n \u003cp\u003e17 years\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 77px;\"\u003e\n \u003cp\u003e7\u003csup\u003eth\u003c/sup\u003e grader\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 75px;\"\u003e\n \u003cp\u003e4\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003c/table\u003e\n\u003c/div\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDue to spatial distancing, the researcher conducted discussions through individual Zoom meetings that lasted between 30 and 45 minutes. WhatsApp messages were also utilised for member checking to enhance data accuracy and adequacy. Probes frequently clarified participants\u0026rsquo; meanings and encouraged deeper explanations (Penner \u0026amp; McClement, 2008). The interview questions focused on three primary standards: the teacher\u0026rsquo;s experiences utilising the co-teaching model, the benefits of collaboration between general and special education teachers, and the teachers\u0026rsquo; challenges while working collaboratively. After analysing the findings, participants were invited to review and comment on the interpretation, a process to increase the study\u0026rsquo;s trustworthiness. All the study\u0026rsquo;s participants agreed that the findings and interpretations were accurate and acceptable. \u0026nbsp;\u003c/p\u003e\n\u003cp dir=\"\"\u003e\u003cstrong\u003e\u003cspan dir=\"\"\u003eTrustworthiness of the Study\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe current study used member checking, referential adequacy, and peer briefing to produce a level of credibility. The process of member checking enabled participants to provide feedback on the transcriptions and interpretations of the interviews, allowing for any inaccuracies to be rectified. Moreover, an audit trail that documented the process of the research process supported the replication of the research in similar contexts (Erlandson et al., 1993). Meanwhile, transferability was addressed through detailed descriptions of the different sampling and findings, which enabled better evaluation of how the results could be applied in other contexts. The procedures were documented to show the sources of information, with triangulation conducted with three experienced qualitative research instructors, who coded emerging themes in order to produce reliable, robust, and accurate findings, reaching 90% agreement.\u003c/p\u003e"},{"header":"Findings ","content":"\u003cp\u003eThe researcher conducted a thematic data analysis and identified three key themes (see Figure 1). Hermeneutic phenomenology is not limited to specific analytical techniques, but is an interpretative approach involving various analytical activities (Bynum \u0026amp; Varpio, 2018). Following their recommendations, the researcher utilised Nvivo for data analysis, which helped organise the data and facilitated interpretation. Analytical memos were kept to document the researchers\u0026rsquo; thoughts during analysis, distinguishing between general ideas and specific coding notes (Salda\u0026ntilde;a, 2016). A clear focus on the phenomenon under investigation was maintained throughout the analysis.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThere was a deliberate effort through the final step to better comprehend how the data improved the comprehension of the phenomenon. The six steps of thematic analysis by Braun and Clarke (2006) were used to identify the emerging themes. These included data familiarisation, generation of the initial codes, theme searches, theme review, theme definitions, and the final report. The thematic analysis results are presented in the following section (see Table 2). The interview excerpts are presented verbatim, as is the common way in phenomenological research, which does not alter syntax or sentence structure, maintaining the level of data authenticity.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 2\u0026nbsp;\u003c/strong\u003eThematic analysis results\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003cstrong\u003e\u003cem\u003e\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSubthemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeachers\u0026rsquo; Statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCoding\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.\u003c/strong\u003e Socio-emotional well-being and academic achievement\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.1\u003c/strong\u003e Understanding the content of the subject better\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE2\u0026nbsp;\u003c/strong\u003e\u0026ldquo;I think that having two teachers in one class is a very important factor in conveying information easily to students with learning disabilities because we both support each other in explaining the lesson, solving problems, and participating in the dialogue. Therefore, students rarely suffer from difficulties in understanding the lesson content because they receive immediate support for all their needs.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 2 (Continued)\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSubthemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeachers\u0026rsquo; Statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCoding\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.2\u003c/strong\u003e Interacting more positively with others\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSE1\u0026nbsp;\u003c/strong\u003e\u0026ldquo;While working as a collaborator with the general education teacher, I feel that students with learning disabilities are able to interact socially with their peers with no hesitant during group work because they are very confident that they will not make mistakes as long as the collaborator is with them.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.3\u003c/strong\u003e Boosting students\u0026rsquo; confidence and self-esteem\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE6\u0026nbsp;\u003c/strong\u003e\u0026ldquo;I remember one of the beautiful situations with one of my learning disability students when I asked her to solve a mathematical problem about estimating percentages of numbers. She first raised her hand and got up from her chair trying to answer quickly and replied saying that she wanted to prove to her special education teacher that her efforts were fruitful with her and that she was very impressed with the way she helped and loved the student. She was very confident and organised.\u0026rdquo;\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.4\u0026nbsp;\u003c/strong\u003eReduced stress and anxiety levels\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE4\u0026nbsp;\u003c/strong\u003e\u0026ldquo;Because of the assistant teacher\u0026rsquo;s presence, most students with learning disabilities experience psychological comfort, emotional calmness, and a lack of fear during quizzes and exams.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1.5\u0026nbsp;\u003c/strong\u003eIncreasing self-regulation and self-advocacy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSE1\u0026nbsp;\u003c/strong\u003e\u0026ldquo;I believe learning is about students becoming self-advocates and self-determined beyond academics, focusing on growth mind-sets, organisational skills, and transitioning successfully into adulthood. My goal is to empower students through support, explicit guidance, and practice, helping them to build independence and autonomy. By creating a safe, welcoming environment, I enable them to advocate for their needs, adapt to challenges, and thrive as self-regulated learners.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.\u003c/strong\u003e Facilitating learning: the evolving role of the teacher\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.1\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/strong\u003eTeacher\u0026rsquo;s personality traits\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE1\u0026nbsp;\u003c/strong\u003e\u0026ldquo;As a general education teacher, I am a teacher with a difficult personality who takes things seriously and firmly and does not accept repeating mistakes from students, so students may feel uncomfortable in my class. The presence of a special education teacher greatly helps students with learning disabilities in reducing their psychological pressure since she is more flexible and kinder.\u0026rdquo;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003cp\u003e\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 2 (Continued)\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSubthemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeachers\u0026rsquo; Statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCoding\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.2\u003c/strong\u003e Closing the students\u0026rsquo; achievement gap\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSE1\u0026nbsp;\u003c/strong\u003e\u0026ldquo;In our co-teaching classroom, we focus on student achievement and closing the accomplishment gap by addressing individual needs with two distinct teaching approaches. Having two minds planning lessons and instruction helps us to reach students more effectively, reducing misunderstandings and ensuring everyone works toward their full potential. The students enjoy the collaborative environment, and it\u0026rsquo;s rewarding to see them on the same page.\u0026rdquo;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2.3\u0026nbsp;\u003c/strong\u003eSharing regulation of pedagogical work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSE1\u003c/strong\u003e \u0026ldquo;I keep track of my colleagues and of the general education teachers\u0026rsquo; schedules, and purposefully set aside time to talk about the needs, behaviours, progress, and other aspects of the learning disability students. \u0026nbsp;When I meet them, I am respectful of their time. I always come with a short agenda about what will be discussed. I am trying to brainstorm ways to fix problems, give suggestions, be a good listener and follow-up with the conversation later, either through a call or an email or another meeting.\u0026rdquo;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e+\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.\u0026nbsp;\u003c/strong\u003eSchool administration\u0026rsquo;s support\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.1\u0026nbsp;\u003c/strong\u003eProfessional\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003edevelopment opportunities and training courses\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE3\u0026nbsp;\u003c/strong\u003e\u0026ldquo;We greatly miss the training courses provided by the administration in the field of cooperative education, which strengthens us and qualifies us for creative work and enrichment activities. As this costs a lot of money, we hope that the administration will bear its costs and give us the opportunity to attend it.\u0026rdquo;\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e_\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.2\u0026nbsp;\u003c/strong\u003eThanking teachers and demonstrating appreciation for their work\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE7\u0026nbsp;\u003c/strong\u003e\u0026ldquo;A positive remark from the school\u0026rsquo;s principal will make me proud of my skills and accomplishments and more substantial\u0026nbsp;and committed to my work. To decompress from work stress, I genuinely need to hear expressions of gratitude and appreciation.\u0026rdquo;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e_\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.3\u0026nbsp;\u003c/strong\u003eEnsuring availability of resources for teachers and students\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE3\u0026nbsp;\u003c/strong\u003e\u0026ldquo;We suffer significantly from the inadequacies and scarcity of educational technology, such as student tablets, and the absence of suitable training programmes that equip educators and students to handle cutting-edge technological advancements. One of the primary barriers to fully utilising educational technologies is the Internet\u0026rsquo;s fragility. If there isn\u0026rsquo;t a robust and quick Internet connection, what use does it serve to have technological equipment like smart boards in every classroom? Due to the Internet\u0026rsquo;s shortcomings, learning results suffer as the educational process is disrupted and access to necessary digital materials is delayed. The relevant authorities must thus offer long-lasting training programmes because this undertaking requires systematic work rather than sporadic efforts.\u0026rdquo;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e_\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003cstrong\u003eTable 2 (Continued)\u003c/strong\u003e\u0026nbsp;\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSubthemes\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eTeachers\u0026rsquo; Statement\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003eCoding\u0026nbsp;\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3.4\u0026nbsp;\u003c/strong\u003eIncreasing teacher involvement in decision-making\u0026nbsp;\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 295px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eGE3\u0026nbsp;\u003c/strong\u003e\u0026ldquo;If I am highly involved in decision-making, it will lead to improved student outcomes, increased satisfaction, an enhanced school climate, and a more passionate teaching profession. My expertise and unique perspective on my students can inform effective educational decisions. So, involvement in curriculum development, instruction, and assessment can enhance student engagement and achievement. My satisfaction will boost morale, lead to better teaching, and, ultimately, improve student outcomes. A positive school climate fostered by my participation will encourage collaboration and support student success. By empowering us, schools can cultivate a passionate and dedicated teaching force.\u0026rdquo;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 64px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e\u003cem\u003e_\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003e\u003c/em\u003e\u003c/strong\u003eThree prominent themes emerged from the teacher interviews, with the first associating socio-emotional well-being, self-esteem, and social integration with academic achievement. This theme aligned with Research Question 1, which described the experiences of general and special education teachers working together and discussed the impact of collaborative teaching on students with learning disabilities in inclusive classrooms. The analysis revealed that these students suffered\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003efrom not completing assignments and with difficulty understanding all the parts of a lesson before applying this approach. The theme encompassed five sub-themes to enhance the\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eunderstanding of the subject\u0026rsquo;s content, with the first sub-theme including participants discussing through collaboration. In a co-taught classroom, a general education teacher is able to lead the main lesson, while the special education teacher provides one-on-one instruction, ensuring students with learning disabilities receive extra support without leaving the classroom. By combining strategies, both teachers provide visual, auditory, kinaesthetic, and hands-on approaches, helping students with learning disabilities to access content in the most beneficial way. Hence, multiple learning modalities will be provided in this classroom.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe second sub-theme is that students with learning disabilities interact socially with their peers in group work without hesitation and are\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003ehighly confident. The third sub-theme is to boost self-confidence and self-esteem in these students, as confidence levels are critical for students with learning disabilities in regards to their educational success, because many of them face bullying and harassment, so their grades frequently suffer. Getting students involved in several self-esteem activities is one of the best ways to increase their confidence. This will occur in a co-taught classroom with the support of two teachers. The fourth sub-theme is to reduce stress and anxiety levels, as these students may be more burdensome than other individuals. Correspondingly, participants noted that they need to be aware of any signs that their students are suffering from anxiety, so that they can implement appropriate measures immediately, reduce the effects of anxiety, and support their students\u0026rsquo; mental health.\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003eThe fifth sub-theme is to increase the self-regulation and self-advocacy of students with learning disabilities. Some teachers acknowledged that students need education to learn how to live independently by writing formal emails and asking for prompt help.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe second central theme was the changing role of the teacher through learning facilitation, which correlated to Research Question 2 and explored the benefits of collaborative teaching in supporting students with learning disabilities in inclusive classrooms. This theme included three sub-themes. The first sub-theme was teachers\u0026rsquo; personality traits. Teachers emphasised that students with learning disabilities need two or more teachers in the same classroom, not because they have different expertise, but because some students like to learn from certain personalities that may not be present in the other teachers. The second one was to close the students\u0026rsquo; achievement gap through collaborative teaching and differentiated instruction.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDue to a lack of enrichment and an emphasis on children with more obvious needs, students with learning disabilities frequently stagnate in inclusive classrooms. Accordingly, teachers may need to make significant adjustments to their teaching strategies to educate these populations properly, with co-teaching and differentiated instruction incredibly beneficial. These methods allow teachers to modify their lessons to fit each student\u0026rsquo;s unique learning preferences, proficiency levels, and linguistic and cultural backgrounds. The third sub-theme focuses on how teachers share the regulation of pedagogical work. In co-teaching classrooms, teachers collaborate to plan lessons, share instructional roles, and manage the classroom effectively using models such as team teaching or parallel teaching. They jointly assess student progress, provide consistent feedback, and adapt strategies through open communication. Mutual trust and professional development enhance teamwork, creating a supportive and inclusive learning environment.\u003c/p\u003e\n\u003cp\u003eThe third theme was the school administration\u0026rsquo;s support. This theme correlated to Research Question 3 and explored the challenges addressed by the co-teachers in inclusive classrooms. This theme included five sub-themes, with the first one as the professional\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003edevelopment opportunities and training courses. The teachers explained that finances are the most significant barrier preventing them from pursuing professional development. More than 60% of those interviewed said cost was the main reason they did not pursue these opportunities.\u003c/p\u003e\n\u003cp\u003eThe second sub-theme was the appreciation of teachers\u0026rsquo; work, as teachers illustrated that they are more likely to stay dedicated to their work when they feel respected and valued, especially in environments where they receive continual coaching and professional development opportunities. The third sub-theme was to ensure the availability of resources for teachers and students. Hiring resourceful teachers will benefit any educational institution. Teachers need to be resourceful in various ways, such as working constructively and collaboratively with others and using appropriate technology, including the latest free and open-source online resources. A teacher\u0026rsquo;s resourcefulness affects students\u0026rsquo; academic achievement, retention, motivation, and other factors.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe fourth sub-theme was the increase in teacher involvement in decision-making. Teachers clarified that the school management team regrettably excludes them from many decision-making processes, including instructional components that enhance pedagogy and curricular material knowledge. Additionally, other considerations concern curriculum development, learning new technologies, and teaching approaches. Nonetheless, to foster a cooperative relationship between the school administration and teachers, as well as provide them with an opportunity to cooperate and raise the school rating, which is consistent with the KSA\u0026rsquo;s Vision 2030, teachers must be included in decision-making on those factors.\u0026nbsp;\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThe current study investigated the lived experiences of both special and general education teachers through the use of a collaborative teaching model that supported students who presented with learning disabilities in inclusive classrooms. Al-Fellah (2021) stated that while research on this topic has increased recently, it remains widely unused in Saudi schools. Participants noted that students with learning disabilities would perform to a better level academically in a co-teaching setting, as they would benefit from both social and emotional development. Further, peer interactions in co-taught classrooms would help students to overcome many of the obstacles associated with academic life in a more confident manner. Research has also indicated that social and emotional factors are vital to the enhancement of academic success (Elias \u0026amp; Haynes, 2008); while supportive relationships that are developed in educational settings improve students\u0026rsquo; overall well-being (Berger, Alcalay, Torretti \u0026amp; Milicic, 2011).\u003c/p\u003e\n\u003cp\u003eMost general education teachers highlighted that collaboration minimises the isolation of one-teacher practice and reinforces joint work as part of professional obligations. By implementing the collaborative teaching model, teachers provide differentiated instruction to meet the needs of all students. Research confirms that this model allows teachers to integrate their knowledge and expertise, leading to a more comprehensive and practical learning experience for students (Paires \u0026amp; Mandal, 2023).\u0026nbsp;Students are also exposed to diverse teaching styles and perspectives, which can enhance their cognitive engagement and understanding of the material (Anthonymsamy et al., 2020; Lochner et al., 2019).\u003c/p\u003e\n\u003cp\u003eThe participants in the current study also indicated that co-teaching creates a supportive environment where students with learning disabilities develop communication, teamwork, and conflict-resolution skills. This finding aligns with the research by Friend and Cook (2017), who stated that co-teaching encourages inclusive practices by allowing students both with and without disabilities to collaborate, fostering friendships, and reducing stigma. These positive interactions contribute to a sense of belonging, decreasing student behavioural issues and increasing motivation (Friend \u0026amp; Cook, 2017). Furthermore, peer-assisted learning strategies promote cooperation and mutual support, enhancing academic and social outcomes (Lochner, Murawski \u0026amp; Daley, 2019).\u003c/p\u003e\n\u003cp\u003eAdditionally, the study results suggest that co-teachers can assist students with disabilities in feeling capable, valued, and empowered in their learning by offering individualised support, encouraging positive peer interactions, and utilising strength-based teaching strategies. Deci and Ryan (2000) found that when students experience a sense of autonomy, competence, and relatedness, their intrinsic motivation and confidence improve. Additionally, the results of the study expressed that students with learning disabilities frequently face increased stress and anxiety due to academic challenges, social pressures, and self-doubt. These stressors, though, can be significantly alleviated when co-teachers provide a structured, supportive, and inclusive environment. This finding is consistent with Van Ryzin and Roseth (2021) study, which indicated that the more significant social contact encouraged by cooperative teaching could enhance peer relatedness, thus reducing student stress, decreasing emotional issues, and fostering academic engagement.\u003c/p\u003e\n\u003cp\u003eIn addition, the results demonstrate that co-teachers are eager to improve students\u0026rsquo; self-regulation skills. As a result, students receive focused support in these skills from two teachers simultaneously, making skill acquisition more consistent and beneficial. As students advance through school and prepare for community life, they should rely less on teachers, as well as others, and become subsequently become more self-directed. Students can, thus, achieve more positive and productive outcomes, including academic success by learning to manage and regulate their daily activities. The study\u0026rsquo;s findings support what other research indicates\u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003ethat self-regulation helps students to spontaneously deal with educational problems, situations, and academic tasks, enabling them to generate new and diverse ideas (Miconi, Moscardino, Alto\u0026egrave; \u0026amp; Salcuni, 2019). \u003cspan dir=\"RTL\"\u003e\u0026nbsp;\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003eParticipants indicated an association between teachers\u0026rsquo; personalities and students\u0026rsquo; learning motivation through the teacher\u0026apos;s role as a learning facilitator. The results are in line with some previous studies implying such associations that teachers\u0026rsquo; personalities are strongly linked with teaching efficacy. It also confirmed that personality influences their willingness to continue teaching (Klassen \u0026amp; Tze, 2014; Hartmann \u0026amp; Ertl, 2023). The current research also illuminates the efforts to close the achievement gap for students with learning disabilities. In accordance, the study by Murphy and Christle (2024) supports this conclusion, finding that co-teaching is an effective model for delivering services to these particular students, based on two years of analysis of student achievement data.\u003c/p\u003e\n\u003cp\u003eThe findings of the current study also indicate that teachers are actively engaged in regulation by focusing on establishing initial learning goals and monitoring, reflecting on, and evaluating their self-regulated teaching. This positively influences teachers\u0026rsquo; development of pedagogical expertise, helping them to become aware of the direction in which they want to grow and make deliberate choices that support achieving these goals. Murtonen, Aldahdouh, Vilppu, Trang, Riekkinen, and Vermunt (2024) also found the importance of regulation and the quality of teacher learning in student-centred teaching.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eAfter presenting the strengths of the impact of implementing collaborative teaching, it is necessary to state the challenges that special and general education teachers face while practicing this programme. Most participants mentioned that the school\u0026rsquo;s administrative support was one of the challenges they faced in the current study. The administration failed to offer training programmes that address the needs and interests of the teachers. The results agree with Albahusain (2022) and Faraclas (2018) that teachers benefit from training courses as a significant component of professional development opportunities, as they help them to become better educators and collaborate more effectively in inclusive classrooms. \u0026nbsp;\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe results of the present study also correspond with Elliot (2017), who found that professional training would help general and special education teachers to develop positive attitudes toward teaching, build good relationships, break down barriers among each other, and help them plan lessons together. The results approved by a recent systematic review indicated that the professional development training changed teachers\u0026rsquo; positive attitudes toward inclusive education, and, overall, students demonstrated optimal knowledge development (Holmqvist \u0026amp; Lilling, 2021).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurthermore, the majority of teachers indicated that school leaders are able to significantly influence their engagement and enthusiasm for their work, and their appreciation can inspire gratitude in both teachers and students. The results of this study also confirmed that co-teachers require more attention from the principals and the MoE because their work is doubled with the students. Aparicio, Centeno, Robinson, and Arantazandi (2022) found that principals\u0026rsquo; actions can significantly reduce teachers\u0026rsquo; stress levels, a good feeling for school staff and other educational organisations. Emmons (2007) agreed that when people practice gratitude, they experience benefits that affect them emotionally, physically, and personally. Therefore, school leaders should evaluate these relationships and determine how to nurture them to their fullest potential (McTigue et al, 2024). Participants also commented that a significant challenge stemmed from unreliable Internet access, even though the majority had smartboards, tablets, and/or desktops. The poor level of connection would reduce effective utilisation of these resources, and thus, hinder research, presentations, and communication. Contrastingly, when the Internet is functioning correctly it can improve education through the provision up-to-date information (Ahiaku \u0026amp; Muyambi, 2024); although when used mainly for social purposes it can disrupt the process of learning.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eLimitations and Recommendations for Future Research\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe current study has limitations that future research could address. Firstly, the small sample size makes it difficult to generalise the findings, particularly regarding the number of special education teachers involved in the study. Another limitation relates to finding a school in the Eastern Province of the KSA that utilises the co-teaching model during data collection, as the programme is new to the region and has not been adopted in all schools. There is also a risk of bias with a qualitative, phenomenological approach. The researcher carefully collected personal experiences and opinions, collaborating with various professionals for coding and data analysis. Furthermore, the researcher ensured intercoder reliability and consensus with the coded data, although future researchers are advised to add Likert scale questions to capture respondents\u0026rsquo; opinions and beliefs.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFuture studies could also utilise additional data collection tools, such as surveys, to uncover any statistically significant differences in performance on the collaboration skills scale between special education teachers of students with learning disabilities and general education teachers. It may also be possible to include both male and female teachers to fully understand whether gender variables affect participants\u0026rsquo; experiences in professional development programmes, as the current study was applied only to female teachers due to the scarcity of schools that implement co-teaching programmes in the Eastern Province. Additionally, experiments would be beneficial that focus on how teachers of elementary and high schools could benefit from the co-teaching programme to improve their competencies and collaborative skills.\u0026nbsp;\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eConflict of Interest\u003c/h2\u003e\n\u003cp\u003eThere is no conflict of interest for the author.\u003c/p\u003e\n\u003ch2\u003eEthics Approval\u003c/h2\u003e\n\u003cp\u003eThe ethical aspects of this study have been approved by the King Faisal University Human Research Ethics Committee (Reference No. KFU-REC-2024-MAY-ETHICS2359)\u003c/p\u003e\n\u003ch2\u003eInformed Consent\u003c/h2\u003e\n\u003cp\u003eAll participants gave their informed consent before participating in the study.\u003c/p\u003e\n\u003ch2\u003eFunding\u003c/h2\u003e\n\u003cp\u003eThis work is supported by the Deanship of Scientific Research, Vice Presidency for Graduate Studies and Scientific Research, King Faisal University, Saudi Arabia [Grant No. KFU251529].\u003c/p\u003e\n\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\n\u003cp\u003eThe author conceived and designed the research, conducted the interviews, analyzed data, and wrote the manuscript. The author read and approved the manuscript.\u003c/p\u003e\n\u003ch2\u003eAcknowledgement\u003c/h2\u003e\n\u003cp\u003eThe author sincerely thanks the teachers who participated in this study for their time, insights, and invaluable contributions. The author also thanks the Ministry of Education for facilitating the research in schools. The author also appreciates the peer reviewers\u0026apos; and anonymous editors\u0026apos; efforts and expertise. Their suggestions and constructive critiques have elevated the quality and credibility of this study. Their thorough review process has refined the content, methodology, and interpretation. Their expertise ensures accuracy and relevance while maintaining scholarly standards. The author values their comprehensive evaluation, which has enhanced coherence and clarity, encouraging further improvement. Peer reviewers foster excellence and integrity in research, significantly contributing to scientific knowledge and academic publications.\u003c/p\u003e\n\u003ch2\u003eData Availability\u003c/h2\u003e\n\u003cp\u003eThe datasets generated or analyzed during this study are not publicly available but can be provided by the corresponding author upon reasonable request.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAhiaku, P. K. A., \u0026amp; Muyambi, G. (2024). Empowering learners for the fourth industrial revolution: The crucial role of teachers and school management. \u003cem\u003eSocial Sciences \u0026amp; Humanities Open\u003c/em\u003e, 10, 101141.\u003c/li\u003e\n\u003cli\u003eAl Falah, A. A. (2021). General and Special Education Teachers\u0026rsquo; Perceptions of the Importance and Presence of Co-teaching Practices in Elementary Schools in Saudi Arabia (Doctoral dissertation, Saint Louis University). 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Corwin Press.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Co-teaching, Learning disabilities, Universal design of learning, General education teacher, Special education teachers, Schools’ roles, The KSA","lastPublishedDoi":"10.21203/rs.3.rs-6925340/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6925340/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eInclusive education is an intricate reform and the way school systems are organized can commonly contribute to different challenges that they face in attempting to develop, maintain, and improve practices of inclusivity. Co-teaching, which is an instructional model of collaboration between educators, is deemed to be a beneficial approach to inclusive education. Its level of effectiveness, though, is not conclusive, as a variety of teaching styles, student requirements, instructional quality, and contrasting approaches can often make it difficult for rigorous standards to be met, which are vital to high-quality experimental research. The current phenomenological study explores the individual experiences of general and special education teachers at a middle school level, with an evaluation of co-teaching and its success in supporting students who present with learning disabilities. Semi-structured interviews were used to collect the study\u0026rsquo;s data with eight teachers from a single school located in the Eastern Province of the Kingdom of Saudi Arabia (KSA). The results were analysed using thematic analysis through NVIVO software. The findings revealed three key themes: socio-emotional well-being and academic achievement, facilitating learning\u0026mdash;the teacher\u0026rsquo;s evolving role, and the school administration\u0026rsquo;s support. Accordingly, the results indicate that the implementation of this programme achieved remarkable success with all different students, and particularly regarding individuals with learning disabilities, due to the positive experiences teachers had. This also creates an opportunity to integrate specialized knowledge and skills possessed by both general education teachers and special education teachers, which will help students benefit from learning in a more inclusive educational environment. The study concludes with recommendations and future research directions, providing insights to further enhance co-teaching practices and collaboration skills among teachers.\u003c/p\u003e","manuscriptTitle":"The Lived Experiences of Special and General Education Teachers Using a Collaborative Teaching Model to Meet the Needs of Students with Learning Disabilities In Inclusive Classrooms: A Phenomenological Study","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-09 06:13:42","doi":"10.21203/rs.3.rs-6925340/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2025-09-02T14:17:31+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-08-29T08:14:35+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-08-26T08:20:01+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-08-11T17:01:07+00:00","index":"","fulltext":""},{"type":"submitted","content":"Humanities and Social Sciences Communications","date":"2025-06-18T18:03:53+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"humanities-and-social-sciences-communications","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"palcomms","sideBox":"Learn more about [Humanities \u0026 Social Sciences Communications](http://www.nature.com/palcomms/)","snPcode":"41599","submissionUrl":"https://submission.springernature.com/new-submission/41599/3","title":"Humanities and Social Sciences Communications","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Nature AJ","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"e881f86b-9e4e-4a5e-9286-eb6283ba1ad7","owner":[],"postedDate":"September 9th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[{"id":54409641,"name":"Social science/Education"},{"id":54409642,"name":"Social science/Psychology"}],"tags":[],"updatedAt":"2026-03-26T06:23:36+00:00","versionOfRecord":[],"versionCreatedAt":"2025-09-09 06:13:42","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6925340","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6925340","identity":"rs-6925340","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}