Focusing on co-teaching in inclusive classrooms as a specific instrument of inclusive education, the article reviews – almost ten years after the implementation of the United Nations Convention on the Rights of People with Disabilities – current empirical research. It summarizes findings referring to the realization of co-teaching, to corresponding attitudes and views expressed by professionals, and to the perception of co-teaching by pupils. Finally, two dimensions relevant to its further development are outlined.

Keywords
co-teaching, inclusive classrooms, inclusive education, professionalization