Collaboration Between General and Special Education Teachers

Tori Marie Groover
2020
New special education teachers beginning their career field have many job-related responsibilities and activities to adjust to and learn about. The most important success factor of special education teachers' job is collaboration.Collaboration happens constantly when teaching students with disabilities. In particular, collaboration is an important job responsibility of a special education teacher (Rapert, 2018). The purpose of the current survey study was to provide guidance and explore various
more » ... collaboration strategies and areas new special educators struggle with. The ultimate purpose of this research was to aid in the development of a collaborative handbook, describing the core components collaboration and providing resources to help support new special education teachers in those identified core components.This study had twenty four potential teacher participants in a Midwestern junior high school. Fourteen teachers voluntarily completed a needs assessment survey. The survey includes twelve questions about collaboration and communication in their school. Fourteen teachers provided their viewpoints of collaboration and communication in their school. Results showed that teachers see the following as core collaboration and communication components for successful collaboration: (1) an equal partnership between special education and general education teachers, (2) adequate preparation time, (3) consistent collaboration, and (4) effective communication strategies. Another interesting finding is that only three out of fourteen teachers indicated they agreed that special education teachers and general education teachers were viewed as equal partners in the classroom. Other findings are about lack of time, the existence of a regular collaboration and communication method. Twelve teachers indicated they had a lack of time in order to collaborate and plan with the special education teachers. Six out of fourteen teachers reported that regular collaboration happened between both general and special education teachers. [...]
doi:10.25394/pgs.12226868 fatcat:qsrytp76kbbkjiyt43toeqbgcy