Collaborative Inclusive Programs: Influences of Administrators and Teacher Leaders

Autor/in	Leatherman, Jane M.
Titel	Collaborative Inclusive Programs: Influences of Administrators and Teacher Leaders
Quelle	In: Journal of the American Academy of Special Education Professionals, (2022), S.38-50 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leatherman, Jane M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Elementary School Teachers; Teacher Collaboration; Inclusion; Rural Schools; Administrator Role; Faculty Development; Students with Disabilities; Regular and Special Education Relationship; Teacher Attitudes; Teamwork + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Inklusion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lehrerverhalten
Abstract	This qualitative research examined the factors that affect collaboration practices of two rural elementary schools. The interviews revealed that the teachers are key to inclusion and successful collaboration in their classrooms. School administrators are vital to implement and support the school-wide collaboration including coordinating schedules, supporting teacher-generated agendas for the meetings, arranging for professional development, and providing resources to enhance collaboration. Their voices presented in this paper demonstrate the complexity of collaboration in inclusive schools. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01