Date Approved

5-31-1999

Embargo Period

7-20-2016

Document Type

Thesis

Degree Name

M.A. in Educational Leadership

Department

Educational Services and Leadership

College

College of Education

First Advisor

Capasso, Ronald L.

Subject(s)

Mary S. Shoemaker School (Woodstown, N.J.); Interns (Education); School administrators--Training of

Disciplines

Educational Leadership

Abstract

This study was conducted to determine strengths and weaknesses in communication between teachers and the CST and to identify ways to improve that communication using action research.

Data was gathered by having 19 regular education teachers complete surveys regarding their feelings in respect to communication with the CST, guidance counselors, special education teachers, and other regular education teachers. Members of the CST, the guidance counselors and the special education teachers were interviewed regarding the communication process, and follow up interviews were also conducted with in-class support (ICS) teachers regarding the survey results. The survey and interview data was analyzed according to frequency and trends.

It was concluded that regular education teachers need to feel more comfortable with the laws relating to the needs of classified students. It was recommended that the CST should meet with teachers to review legal changes. Communication with previous teachers and special education teachers was also found to be very important and should be encouraged as well.

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