ERIC Number: EJ1155880
Record Type: Journal
Publication Date: 2017-Nov
Abstractor: As Provided
Collaboration of General and Special Education Teachers: Perspectives and Strategies
Da Fonte, M. Alexandra; Barton-Arwood, Sally M.
Intervention in School and Clinic, v53 n2 p99-106 Nov 2017
Schools today focus on inclusive models of education for students with disabilities that include higher expectations and increased teacher accountability. Within this inclusion framework, both general and special education teachers have responsibilities for the education of diverse learners. Collaboration skills take time to develop, with many potential barriers that can limit successful teamwork. Therefore, teacher preparation programs have a responsibility for preparing general and special education teachers for collaboration with a focus on strategies to minimize potential barriers and support outcomes for students with disabilities. In order to be more responsive to teacher candidates' development, a first step is to understand their perspectives about collaboration. This article outlines the hopes and fears of both general and special education preservice candidates regarding collaboration and how their perspectives align with documented views of practicing teachers. Strategies to minimize fears and potential barriers for successful collaboration in school settings are presented.
Descriptors: Special Education Teachers, Regular and Special Education Relationship, Teacher Collaboration, Teacher Attitudes, Educational Strategies, Student Teacher Attitudes, Barriers, Time Management, Pedagogical Content Knowledge, Partnerships in Education, Interpersonal Communication
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: email@example.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A