Abstract

When students with disabilities are included in general education classes, collaboration between special and general education teachers is necessary to ensure that the students have access to the general education curriculum and also have supports that enable them to benefit from their education. This paper reports the results of a phenomenological study that investigated the nature of a collaborative planning experience for pairs of special and general education teachers. From the teachers' descriptions of their experience, sharing common philosophies about educating students with disabilities was an important aspect of successful collaborative planning. Collaboration in this experience was voluntary and was defined by teachers contributing professional expertise, defining problems to address, and expressing commitment to solve or address the identified problems.

Degree

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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