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The author investigated the construction of a coteaching collaboration between a general education and special education teacher in 2 8th-grade LTnited States history classes. The teachers' roles, the spaces they shared and divided, as well as the affordances and constraints inherent in this service delivery option are discussed. The results of this investigation both support and extend previous findings and demonstrate that conversations between co-teaching partners are beneficial todoi:10.3200/psfl.51.2.46-51 fatcat:7skboc56s5al7asnpc7yn33dpu