It is usually difficult for researchers to measure the impact of co-teaching on student outcomes. This is because the magnitude of co-teaching outcomes tends to vary as a function of gender, grade, type or severity of disability or length of study. This is to say that the impact that co-teaching has on a student is dependent on other factors. For this reason, it is difficult to ascertain the actual effect emanating from the concept.

Teachers interested in co-teaching have the ability of convincing administrators to adopt the concept by showing the advantages it would bring to students. Among the advantages that the students would have is shared expertise among the teachers. This is to say that varied learning techniques will be proposed and hence choosing the one that suits the students best.  Co-teaching also provides the opportunity to bring about differentiation for student needs. This is due to the diversity that comes with having more than one teacher in the same classroom.

There are various aspects of co-teaching that pose difficulty. Among them are teachers with different philosophies and teaching styles working together. This is quite difficult since they will differ on most issues hence making the process redundant. Lack of administrative support is another challenging issue when it comes to co-teaching. This is because most administrators tend to be skeptic about the whole concept.

In order for teachers to ensure that true co-teaching occurs, they must be willing to compromise and remain open minded. This will help the students to gain from the synergy that comes with the concept. Failing to possess these two attributes would make co-teaching a stumbling block for student’s progress.

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