ERIC Number: ED406809
Record Type: RIE
Publication Date: 1997-Mar-25
Stories of the Classroom: Teachers Make Sense of Inclusion.
Haver, Susan Goetz
This qualitative study of teachers'"sensemaking" about changing professional relationships and inclusive education involved interviews and observations of three teachers over the course of a school year. The teachers, one each from regular and special education and a "collaborating teacher," were employed in an urban upper elementary school in the midst of restructuring for inclusion of children with mild disabilities into regular classrooms. Teachers were observed for 2 days a week and the special education collaborative teacher was "shadowed" through her work day four times. Both individual and collective interviews were conducted with the teachers as well as with the school principal. The study found both patterns and contradictions in the teachers' sense of what they were undertaking. Conflicting understandings about their teaching purposes were indicated by their different uses of time, space, and curriculum. Organizational and personal obstacles to communication were also found. The paper has many excerpts from interviews as well as classroom vignettes from the observations. Suggestions for more effective collaboration are offered. (DB)
Descriptors: Change Agents, Educational Change, Educational Objectives, Elementary School Teachers, Inclusive Schools, Intermediate Grades, Interprofessional Relationship, Mainstreaming, Mild Disabilities, Program Implementation, Qualitative Research, Regular and Special Education Relationship, School Restructuring, Teacher Collaboration, Teamwork
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997).