Co-teaching is widely implemented to educate students with disabilities or other learning challenges because it accomplishes three intersecting goals: First, it places students in general education, which, for many of them, is the least restrictive environment (LRE). Second, it provides meaningful general education curriculum access. Third, it can lead to improved student outcomes. Research on co-teaching is growing (Barron & Friend, 2025), with researchers improving how their studies demonstrate its effectiveness (e.g., Sheffer & Thomas-Brown, 2015; Solis et al., 2012; Wexler et al., 2022).

However, studying co-teaching is daunting because implementation is complex. Co-teachers know that wide variations can be found across classrooms in terms of students' academic, social, and behavioral strengths and needs; teachers' professional relationships; the quality of core instruction; and the integration of students' specially designed instruction (SDI) into lessons. Further complexities are practical matters such as the ease with which furniture can be rearranged, the overall size of the classroom, and the availability and use of shared planning time. Researchers and practitioners are learning that a powerful way to mitigate these complexities is to meaningfully incorporate technology into co-taught classes. This guide presents examples of free or low-cost technology tools that are especially valuable for co-teaching across grade levels, content areas, and instructional approaches. Details for each are included in the table on pages 5-6.