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With the implementation of No Child Left Behind
(2004) and the requirements set IDEIA (2004),
collaborative teaching has become a requirement for
most special education and general education
teachers. General education and special education
teachers are asked to cooperate to successfully meet
the needs of all students in their classroom and to
ensure the execution of differentiated instruction in
the inclusive classroom. This mixed methods research
involves the observation, survey and interview of
veteran general education and special education
teachers. Specifically, the study was designed to
verify participating teachers perceptions of
collaboration and how collaboration between general
education and special education teachers is applied
into the inclusive or the collaborative classroom.
Interviews, observations and surveys were used to
evaluate special education and general education
teachers perspectives of collaboration and its
application in collaborative classrooms.
(2004) and the requirements set IDEIA (2004),
collaborative teaching has become a requirement for
most special education and general education
teachers. General education and special education
teachers are asked to cooperate to successfully meet
the needs of all students in their classroom and to
ensure the execution of differentiated instruction in
the inclusive classroom. This mixed methods research
involves the observation, survey and interview of
veteran general education and special education
teachers. Specifically, the study was designed to
verify participating teachers perceptions of
collaboration and how collaboration between general
education and special education teachers is applied
into the inclusive or the collaborative classroom.
Interviews, observations and surveys were used to
evaluate special education and general education
teachers perspectives of collaboration and its
application in collaborative classrooms.