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ERIC Number: ED556927
Record Type: Non-Journal
Publication Date: 2014
Pages: 177
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-8025-4
The Nature of Collaboration between General Education
Vadala, Joshua P.
ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Lowell
Recent state and federal legislation have changed the manner in which schools educate students with disabilities. The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Improvement Act (IDEIA) have mandated that schools educate students with disabilities within the general education classroom "to the maximum extent possible" while holding schools accountable for student performance on high stakes standard assessments. This legislation has led to the inclusion of students with disabilities within the general education setting with greater incidence than ever before. Still, students with disabilities have historically performed much lower than their general education peers on state mandated accountability tests. As a result, general education teachers and special education teachers must share expertise in order to meet the diverse needs of their students. A single case study design was utilized examine the nature of collaboration between general education and special education teachers. The study was designed to address all four interconnected areas of collaboration (i.e. collaborative structures, collaborative interactions, keys to successful collaboration, and barriers to collaboration) through survey, interviews, and observations. The following findings emerged from the data. First, teachers participate in a variety of collaborative interactions from low level storytelling to deep meaningful joint work. Lower level interactions serve an important purpose in building the foundational relationships necessary to engage in joint work. Next, teachers build strong professional relationships through the collaborative practices such as grading, discipline and parent communication. Finally, teachers can overcome several barriers to collaborative through strong professional relationships. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001