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ERIC Number: ED411657
Record Type: RIE
Publication Date: 1996-Jan
Pages: 101
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Efficacy of the Collaborative Teaching Model for Academically-Able Special Education Students: A Research Report.
Gerber, Paul J.
This study investigated the efficacy of collaborative teaching in serving students with disabilities at all educational levels. Interviews were conducted with 14 building administrators, 103 general and special education teachers, 32 parents of general education students, 37 parents of special education students, and 53 general and 70 special education students from five school divisions. Findings from the research indicate that overall, the collaborative teaching program received high marks from all who were interviewed. Respondents expressed satisfaction with the positive results shown thus far. Scheduling, administrative support, planning time, training, and multiple service delivery options were seen as key to program success. Whereas the model proved to be efficacious, there were a number of remedial efforts that respondents felt could be instituted to upgrade the entire collaborative system, including greater attention to class composition (including number of students with disabilities and the severity of the disabilities); more effective staff development; better efforts to inform parents about the program; and assurance of program continuation throughout the grades. The report discusses the results and presents ten general recommendations and five training recommendations for collaborative teaching. Appendices contain interviewing materials. (CR)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Metropolitan Educational Research Consortium, Richmond, VA.