According to Tremblay (2012), co-teaching refers to the joint pedagogical work conducted by two or more teachers within the same space and at the same time. It has increasingly been described in the literature as a pedagogical approach with the potential to foster inclusive practices in schools, such as facilitating students’ access to learning (Toullec-Théry, 2019). This paper presents the analysis of two co-teaching sessions conducted by two general primary school teachers and two special education teachers from networks of specialized support for students with learning difficulties (known in French as RASED). The study was guided by the following research question: In these co-teaching sessions, what factors support or hinder didactic accessibility—understood as the set of conditions (resources, support, etc.) that enable students to engage with the knowledge being taught (Assude et al., 2014)? The co-teaching sessions were recorded using a multi-source video system capturing teacher–student interactions from multiple perspectives, following methods employed in previous didactic research (Dupré, 2020). The study also included pre- and post-session interviews, along with self- and cross-analyzed interviews with both teachers. The analysis is grounded in the French Anthropological Theory of Didactics (Chevallard, 1999), drawing in particular on the concepts of the main didactic system—the regular classroom—and the auxiliary system, led by the special education teacher within the same classroom to support students with learning difficulties. This presentation focuses on the mesogenetic articulation between these two systems, that is, on how objects of knowledge are introduced and circulated through specific content, techniques, and tools. The analysis of the two sessions yields convergent findings, revealing both facilitators and barriers to didactic accessibility. The main and auxiliary didactic systems were not fully aligned in terms of techniques. Although similar techniques were mobilized in both systems, they were not always sufficiently mastered within one system or the other. As a result, while the use of shared techniques can, in some cases, support didactic accessibility, their incomplete mastery across the two systems may also constitute a barrier. Overall, these results highlight the challenges of co-teaching, a pedagogical and collaborative approach that remains largely unexplored in French primary schools. By examining co-teaching dynamics, this presentation contributes to broader discussions on inclusive education, with particular attention to teacher collaboration and its implications for students’ access to learning.

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