This report describes a 3-year study of 18 elementary and 7 middle school teams involved in the development and implementation of building-level programs designed to support students with disabilities in mainstream classrooms. All of the teams used co-teaching as an integral part of their service delivery models. During the investigation, 119 teachers and 24 administrators participated in 1 or more years of data collection. The emerging benefits and persistent problems that participants identified in the development of their models are described.
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