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ERIC Number: EJ822566
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-1053-4512
Tangible and Intangible Elements of Collaborative Teaching
Tannock, Michelle T.
Intervention in School and Clinic, v44 n3 p173-178 2009
Current research and practice indicate that some children with disabilities learn best in inclusive classrooms. Bringing together children with diverse abilities and typically achieving students often brings with it the need for general and special education teachers to collaborate. All too often, special education teachers and general education teachers work independently when developing learning plans for children. They often find themselves developing learning plans for the same children yet fail to connect the learning plans in meaningful ways. This article presents a framework for understanding the role of tangible and intangible cooperative efforts of general and special education teachers. The examples provided should serve as a foundation, not as an comprehensive list, for teachers seeking to enhance cooperative interchanges with colleagues. With a commitment to the process of collaboration, educators can develop a supportive learning community of professionals for current and future opportunities. (Contains 1 table.)
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A