ERIC Number: ED351289
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Collaboration among General and Special Educators: The Influence Teachers Exert on the Process.
O'Connor, Rollanda; And Others
The study described in this paper explored collaboration between elementary regular and special educators who were motivated by a schoolwide commitment to serve children with learning difficulties in the mainstream. All teachers at one school were invited to join in a collaborative problem solving format to handle student reading difficulties in which regular and special educators collaborated in analyzing each child's reading program. The process addressed patterns of reading performance, priorities, potential interventions, intervention selection, and timeliness. Over 6 months, data were collected from four sources: audiotaped collaborative problem solving meetings; taped semi-structured interviews with subjects; classroom observations; and records of students' reading graphs, documented teacher discussions, and intervention plans. Data were analyzed and four assertions developed: (1) teachers who promote academic improvement for all children are most likely to collaborate; (2) collaboration is likely to be ongoing and valued when regular educators take responsibility for the intervention; (3) teachers who can define the learning problem will attempt to solve the problem; and (4) collaboration is likely to continue when it helps maintain balance between needs of individuals and the whole class. Transcripts of collaborative meetings between regular and special education teachers, along with discussion and analysis, comprise most of the paper. (Contains 21 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Collaborative Teaching
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).