| Summary: | Here we study what co-teaching produces when general education teachers (PLC) and special education teachers (PES) in secondary schools teach students in ordinary class with specific educational needs. Is co-teaching in a heterogeneous secondary class likely to promote educational differentiation ? This article articulates two approaches, one quantitative, based on a survey of a cohort of general and special education co-teachers, the other qualitative, based on the didactic analysis of a co-teaching session conducted by a PLC and a PES. This double approach highlights that co-teaching alone does not guarantee educational differentiation because of the risk of an imbalanced distribution of responsibilities between the co-teachers. As such, educational differentiation is reduced to the presence of the special education teacher and their interactions with students with disabilities. Instead, balance can be achieved through mutual planning time of the teaching, where clues collected during the sessions and didactic issues are worked on jointly. In this way, students’ challenges may be anticipated ahead of time and, consequently, educational differentiation makes learning accessible to them.
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