This paper explores the connectedness between communication and conflict management skills and co-teaching partnerships and school administrative support. After decades of educational reform, researchers focus on the need for educator collaboration, data-driven decision making, and least restrictive environments for students with special needs. In order to meet federal and state regulations, schools have incorporated co-teaching models as a means to include students with disabilities and expose them to grade level content with highly qualified teachers in the least restrictive environment. The most important component of co-teaching is the development of a professional working partnership between the two co-teachers. Focus on developing clear communication and conflict management skills is imperative to support and sustain the partnership along with school administrative support.
|Advisor:||Schwab, Maria M.|
|Commitee:||Coldwell, Karen W., Gentile, Amber L.|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 81/11(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Special education|
|Keywords:||Co-teaching, Collaborative teaching, Conflict management, Inclusive instruction, Soft-skills|
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