M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Inclusive education; Learning disabled children--Education; Teaching teams
Disability and Equity in Education
The purpose of this study was to identify the major barriers/limitations of collaborative teaching in the middle school inclusive setting and assist teachers and administrators in developing effective strategies to enhance successful collaborative teaching efforts. Professional educators working in a collaborative inclusive middle school setting were selected through the district of Gloucester Township. Regular education teachers and special education teachers were asked to respond to questions addressing the necessary elements needed for effective collaboration.
To accomplish the general purpose of this study, questions focused on the following factors: 1) the elements necessary for successful collaborative teaching, 2) areas in collaborative teaching that are successful and areas that are in need of improvement, 3) the concerns/issues related to working teaching relationships. Professional educators working in a collaborative inclusive setting were surveyed. Data was collected and calculated by completing averages and percentages for each question asked. Each section was then analyzed to determine what the barriers/limitations to collaborative teaching.
The following conclusions were drawn from this study. Teachers identified some of the major barriers/limitations to collaborative teaching as followed: insufficient planning time, teacher's attitudes and resistance to co-teaching, difficulty in determining specific roles and responsibilities, contact with parents, measuring the success of the program, common willingness to participate, and difficulty with problem solving and conflict management.
Barcklow, Lisa, "An evaluation of the major barriers/limitations of collaborative teaching in the middle school inclusive setting" (2000). Theses and Dissertations. 1629.