General education and special education teachers have a long history of co-teaching and collaboration. Recently this movement has spread to co-teaching and co-planning with ESOL educators on determining pedagogy and strategies specifically for English learners. (Dove & Honigsfeld, 2010; Marietta & Brookover, 2011). There is a need to develop initiatives for expanding the range of co-teaching to ESOL and special education teachers to meet the specific language, literacy, and academic needs of students who receive both ESOL and Special Education services (Garcia, S.B., & Tyler, B-J. 2010). While we know the need is there, there are few models and even less research on effective practices (Kushner, M.I. 2008). This idea provides opportunities
