ERIC Number: EJ1330175
Record Type: Journal
Publication Date: 2022
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-7466
EISSN: N/A
Collaborative Inclusive Programs: Influences of Administrators and Teacher Leaders
Journal of the American Academy of Special Education Professionals, p38-50 Win 2022
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.
Descriptors: Elementary School Teachers, Teacher Collaboration, Inclusion, Rural Schools, Administrator Role, Faculty Development, Students with Disabilities, Regular and Special Education Relationship, Teacher Attitudes, Teamwork
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
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A