Co-teaching allows educators to take on specific roles and responsibilities in the classroom leading to more effective instruction. With increased expectations to embrace technologies provided during virtual and hybrid instruction, co-teachers are taking on more technology-based responsibilities in face-to-face instruction. In this article, the authors pose a new co-teaching strategy, “One Teach-One Tech,” which intentionally delegates technology tasks during co-planning, instruction, and assessment. This strategy can be used with existing co-teaching models to support the effective implementation and innovative use of technology to support students in inclusive, co-taught classrooms. After defining this proposed strategy, the authors present and explore strategies for implementation, benefits, and challenges of this co-teaching strategy.

Co-teaching is recognized as a best practice that is increasingly being utilized to meet the needs of diverse learners in the classroom. All teachers need to be prepared to meet the needs of diverse learners, including students with disabilities. However, few teacher preparation programs lead to dual certification in general and special education, and even fewer include the use of co-teaching in teacher preparation programs. Like in P-12 education, organizational systems and collegial dynamics can pose barriers to implementing the use of co-teaching in higher education. This article addresses the benefits and challenges of co-teaching in a teacher preparation program. Specifically included is a discussion about how engaging in the co-teaching process can be valuable to pre-service teachers and faculty members, as well as barriers to consider when navigating institutional procedures and policies. University faculty share their experiences proposing, developing, and implementing co-taught courses in an undergraduate dual certification (elementary and special education) inclusive education program. Strategies that can be used to address known barriers and successfully implement co-taught courses in a teacher preparation program are provided.

This article presents a guide for designing and implementing educational chatbots tailored to support students with disabilities. Drawing on clinical simulation frameworks, the authors outline a four-step, tool-agnostic process: conceptualization, protocol design, technical design, and trials and revisions for creating customized chatbots using generative AI. These chatbots simulate authentic educational conversations, offering students personalized, safe spaces to build skills in areas such as self-advocacy and executive functioning. The article highlights the unique potential of chatbots to enhance special education, broadening instructional reach, and fostering individualized learning. Additionally, it provides examples of chatbot applications and guidance for educators on integrating them meaningfully into instruction. With AI increasingly embedded in educational environments, this work equips special educators with a practical, research-informed framework to navigate and leverage emerging technologies responsibly and creatively.

As educators serve increasingly diverse student populations who experience barriers to access, foundational knowledge of assistive technology (AT) is vital for pre-service education majors. This chapter reviews key legislation concerning assistive technology in school settings, current practices, and barriers to AT implementation rooted in both K-12 and pre-service teacher training. The author will highlight emerging practices to embed AT instruction into general and special education teacher preparation programs along with key topics to address. Armed with increased knowledge and comfort of assistive technology tools afforded at the pre-service level, informed educators can create a more inclusive classroom by removing or reducing barriers to accessing the learning environment.