Table 1 Levels of Co-teacher Collaboration and Their Application in Emotional and Behavioral Support

Level of Cooperation	Key Characteristics	Aspects of Emotional and Behavioral Support in Inclusive Classrooms
Level 1: Simple Information Exchange	Loose linkage, one-way sharing of materials and information	Special education teachers pass disability diagnostic documents or simple behavior histories to general education teachers
Level 2: Mechanical Division of Labor	Division of roles, independent execution in respective domains	General education teachers conduct class instruction, while at-risk students are pull-out and mediated separately in the special education classroom (resource room).
Level 3: Co-constructive Collaboration	Shared goals, knowledge fusion, mutual reflection and implementation	General and special education teachers form a team to co-design classroom rules and cross-validate intervention data in real time