In inclusive classrooms teamwork and collaboration between general teachers and special education teachers are among the most important factors for student achievement. Yet, to date, little evidence exists on how teacher collaboration
is implemented and whether general and special education teachers value their collaboration equally. The current study analyzes teacher collaboration in inclusive classrooms at elementary and secondary school levels. Participants were 191
general teachers and 130 special education teachers. The results suggest that all teachers were satisfi ed with their teamwork; diff erences between general and special education teachers were non-signifi cant. Elementary school teachers had more positive perceptions than secondary school teachers. These fi ndings are discussed in terms of their theoretical signifi cance and their practical relevance for
teacher education in inclusive classrooms.