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ERIC Number: EJ853899
Record Type: Journal
Publication Date: 2003
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1046-6819
General Education and Special Education Teachers' Beliefs regarding Collaboration
Kritikos, Effie Papoutsis; Birnbaum, Barry
Learning Disabilities: A Multidisciplinary Journal, v12 n3 p93-100 2003
Interviews with 16 general special education teachers from the Chicago area were conducted in order to obtain information on their views and experiences with collaboration. An open-ended questionnaire consisting of nine items was utilized during the interviews, which required the participants to give multiple sentence responses to each question. Results revealed that only one teacher had not collaborated with a general/special education teacher. The majority of participants (62.5%) believed that the role of teachers in collaboration was to "work together as a team". Most participants stated that they participated in collaborative responses daily (11) or once a week (7). The most frequent responses regarding what benefits collaboration were (a) learning new "methods/strategies/techniques" (9), "benefits for students" (8), and (c) "resources" (6). Successful inclusion practices described by participants included "teachers working together" and "inclusion types of activities". Among the problems with collaboration listed by participants were (a) "relationship difficulties", (b) "not enough planning time", and (c) "lack of understanding and experience". Suggestions about how to improve collaboration included (a) having more time and (b) "openness about teaching style". The majority of teachers answered that they would engage in collaboration again since they believed that it was "beneficial for both regular and special education students" and there were significant "benefits for the teachers".
Learning Disabilities Association of America. 4156 Library Road, Pittsburgh, PA 15234. Tel: 412-341-1515; Fax: 412-344-0224; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A