Teachers Perceptions on Collaboration Between General and Special Education Teachers
Loading...
Authors
Bush, Hannah
Issue Date
2025-10
Type
Dissertation
Language
en
Keywords
Educational Leadership & Learning Lifelong
Alternative Title
Abstract
The problem addressed in this research is that elementary general and special education teachers are ill-prepared for collaboration and have limited knowledge of the application of content within the other’s professional field. The purpose of this qualitative descriptive case study is to explore the perceptions of elementary general and special education teachers about the nature of their collaboration, their preparedness for collaboration, and the collaboration strategies that may be beneficial in a school setting. In this study, the social interdependence theory applied cooperation to the specific problem. The study took place at a rural Kentucky elementary school. The population for this study includes special and general education elementary school teachers that services student grades kindergarten through fifth grade. The sample included 21 general education teachers and seven special education teachers. There were general education teachers represented for each grade (K–5) and special education teachers that represented both inclusion and resource as well as primary and intermediate grade levels which allowed for varying perspectives. The themes that emerged indicate communication is needed as well as consistency with collaboration so both general and special education teachers understand expectations and have a shared focus with a common goal. All recommendations involve developing protocols and setting expectations which will allow the teachers to have clear expectations. When discussing recommendations for practice, it is important to consider that it is most beneficial when recommendations are promoted by administration in effect having top-down management support who have the ability to change the culture and environment while providing resources.