Collaboration between Special Educators and General Educators: The Perspective of a Researcher Turned Teacher-Researcher.

Autor/in	Reinhiller, Noell
Titel	Collaboration between Special Educators and General Educators: The Perspective of a Researcher Turned Teacher-Researcher.
Quelle	(1995), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Consultation Programs; Disabilities; Educational Cooperation; Elementary Education; Interprofessional Relationship; Regular and Special Education Relationship; Teacher Attitudes; Teacher Researchers; Team Teaching; Teamwork + Suchen Sie Ihr Suchwort? Fachberatung; Handicap; Behinderung; Education; cooperation; Kooperation; Elementarunterricht; Lehrerverhalten; Lehrerforschung; Teamteaching
Abstract	This paper reports findings of a study examining the nature of collaboration between special educators and general educators in two elementary schools. In addition, personal perspectives are presented on the linkages between conducting research and gaining experiences as a special educator at one of the elementary schools the year following completion of the research. The two elementary schools had three special education teachers serving students with speech and language disabilities, learning disabilities, and mild to moderate mental disabilities. Two forms of collaboration, consultation and cooperative teaching, were the primary areas of investigation. Observations were undertaken with 7 special educators and 11 general educators. Fifteen teachers were also interviewed. Results indicated that consultation occurred informally in these schools in hallways and teacher work areas, due to lack of time to schedule meetings. Additional barriers were teacher personality traits and misunderstandings about roles. Seven themes were identified dealing with the characteristics of collaboration and the meanings and beliefs of teachers regarding collaborative relationships. Teachers viewed consultation as effective for solving problems and gaining emotional support and a better understanding of students. (Contains 11 references.) (SW)
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC