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A case study examining the collaboration between general education and special education teachers in inclusive classrooms.

机译：一个案例研究，探讨了包容性教室中通识教育与特殊教育教师之间的合作。

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摘要

Increased accountability mandates from the No Child Left Behind Act of 2001 and the Individuals with Disabilities Education Improvement Act of 2004 have resulted in general education teachers with disabled students in their classrooms. Within the inclusive classroom, the special education teacher and the general education teacher must develop a collaborative relationship that will consider the needs of the special education students and general education students. Villa and Thousand (1996) described the benefits of collaboration in schools: "Collaboration enables school personnel to meet diverse student needs through shared expertise and ownership of problem definitions and solutions" (p. 170).;The purpose of this qualitative case study was to examine how special education teachers and general education teachers in inclusive classrooms collaborate regarding the needs of students. The participants for this study were four special education teachers, four general education teachers, and the administrator in one elementary school located in Mississippi. The research questions for this study were derived from six defining characteristics of collaboration as described by Friend and Cook (1996). The six defining characteristics are: (a) collaboration is voluntary; (b) collaboration requires parity among participants; (c) collaboration is based on mutual goals; (d) collaboration depends on shared responsibility for participation and decision making; (e) collaboration requires individuals to share responsibility for outcomes. There were two research questions posed for this study: (1) How do special education teachers collaborate, as defined by Friend and Cook (1996), when working with general education teachers? (2) How do general education teachers collaborate, as defined by Friend and Cook (1996), when working with special education teachers?
机译：从2001年的《不留任何儿童法案》和2004年的《残障人士教育改善法》中，越来越多的问责制要求导致教室中有残疾学生的通识教育老师进入课堂。在全包教室中，特殊教育老师和通识教育老师必须建立一种合作关系，以考虑特殊教育学生和通识教育学生的需求。 Villa and Thousand（1996）描述了学校合作的好处：“合作使学校人员可以通过共同的专业知识以及对问题定义和解决方案的拥有权来满足学生的各种需求”（第170页）。该定性案例研究的目的是检查包容性教室中的特殊教育老师和通识教育老师如何根据学生的需求进行协作。这项研究的参与者是四名特殊教育老师，四名通识教育老师和位于密西西比州一所小学的行政人员。这项研究的研究问题来自于Friend和Cook（1996）描述的六个定义性合作特征。六个定义特征是：（a）合作是自愿的； （b）合作需要参与者之间的平等； （c）合作是基于共同的目标； （d）合作取决于参与和决策的共同责任； （e）合作需要个人共同承担成果责任。本研究有两个研究问题：（1）与普通教育教师一起工作时，按照Friend和Cook（1996）的定义，特殊教育教师如何合作？ （2）当与特殊教育老师一起工作时，按照Friend和Cook（1996）的定义，普通教育老师如何合作？

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  • 作者

    Atkins, Tina.;

  • 作者单位

    Mississippi State University.;

  • 授予单位 Mississippi State University.;
  • 学科 Education Administration.;Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 132 p.
  • 总页数 132
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育;
  • 关键词

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