Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities

Autor/inn/en	Carter, Nari; Prater, Mary Anne; Jackson, Aaron; Marchant, Michelle
Titel	Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities
Quelle	In: Preventing School Failure, 54 (2009) 1, S.60-70 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	General Education; Academic Achievement; Disabilities; Special Education; Teacher Education; Teacher Attitudes; Accountability; Intervention; Teacher Collaboration; Academic Accommodations (Disabilities); Inclusive Schools; Educational Strategies; Elementary School Teachers + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Schulleistung; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Verantwortung; Lehrerkooperation; Inclusive school; Integrative Schule; Lehrstrategie; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for pairs of special and general education teachers. Teachers were taught the curriculum, rules, instruction, materials, and environment collaboration process (M. A. Prater, 2003) in which teachers compared the demands of the general education classroom with the strengths and limitations of the individual student. Results indicate that sharing common philosophies about educating students with disabilities is an important aspect of successful collaborative planning. Teachers who expressed common philosophies about educating students with disabilities completed the process together. The teachers who did not express similar philosophies completed the process separately. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10