Establishing and Maintaining Collaborative Relationships Between Regular and Special Education Teachers in Middle School Social Studies Inclusive Classrooms

Abstract

This qualitative research study focused upon collaboration between regular and special education teachers in middle school inclusive social studies classrooms. Data sources included interviews, observations and a review of Individualized Education Plans (IEPs). Two pairs of regular and special education teachers (high and low collaborators) were selected from three schools in different counties. Major findings included a description of the ways teachers formed and maintained their relationships, the role of administrators, and obstacles that needed to be overcome. Lack of time was identified as the greatest obstacle. IEPs were not found to be useful. Teacher use of accommodations and strategies tended to be global, rather than individualized. Perceptions of role were examined by teacher type.

Citation

Young Buckley, C. (2005), "Establishing and Maintaining Collaborative Relationships Between Regular and Special Education Teachers in Middle School Social Studies Inclusive Classrooms", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Cognition and Learning in Diverse Settings (Advances in Learning and Behavioral Disabilities, Vol. 18), Emerald Group Publishing Limited, Leeds, pp. 153-198. https://doi.org/10.1016/S0735-004X(05)18008-2