NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ918496
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-0741-9325
Voices of Special Education Teachers in an Inclusive High School: Redefining Responsibilities
Eisenman, Laura T.; Pleet, Amy M.; Wandry, Donna; McGinley, Vicki
Remedial and Special Education, v32 n2 p91-104 Mar-Apr 2011
Because of recent changes in general and special education policies, special educators who previously worked with secondary students in self-contained academic classes, resource rooms, or cotaught classes find themselves assigned to new roles that demand different collaborative skills. Based on 2 years of interviews, field notes, and observations in an inclusive high school, this study focuses on the perspectives of two special educators who redefined their daily practices in partnership with a university professional development specialist as they implemented an unusual collaborative-consultation model. Their responsibilities and relationships with teachers, students, and administrators are examined in light of the literature on collaborative models for inclusive education of high school students. (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 - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A