Tangible and Intangible Elements of Collaborative Teaching

Autor/in	Tannock, Michelle T.
Titel	Tangible and Intangible Elements of Collaborative Teaching
Quelle	In: Intervention in School and Clinic, 44 (2009) 3, S.173-178 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451208318682
Schlagwörter	Disabilities; Special Education Teachers; Team Teaching; Teacher Collaboration + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teamteaching; Lehrerkooperation
Abstract	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.) (ERIC).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10