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ERIC Number: EJ1249804
Record Type: Journal
Publication Date: 2020-May
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4064
EISSN: N/A
An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention
Gomez-Najarro, Joyce
Teacher Education and Special Education, v43 n2 p109-126 May 2020
Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students' unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A