Dissertation/Thesis Abstract

Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships
by Carter, Wanda, Ed.D., Rowan University, 2007, 217; 3274977
Abstract (Summary)

Within the early 1970's, regular education teachers have been required in a position to include special education students in their classes with the assistance of an in-class support teacher. According to the inclusion mandates of the State of New Jersey, the in-class support program of instruction consists of both teachers working collaboratively and collegially to plan and implement strategies and techniques and to gather material to address learning and behavioral problems of students with disabilities. However, learning to plan and collaborate to move in a direction towards authentic collaboration, has been a growing problem for teachers since they do not have the background and support necessary to work together. This study sought to promote trust, communication, dialogue, and team-building relationships through authentic collaboration in an effort to meet the needs of all students.

This qualitative action research study examined middle school inclusion classes. The study assessed the teaching models for inclusion, such as the alternative teaching model and the station-teaching model, and utilized those models to improve the instructional program at Temorial Middle School. As a facilitator of change, I was able to introduce alternative models of inclusion, different learning styles, and provide a change in climate and culture within the Tennsboro Middle School by promoting a sense of pride, family, and community. Furthermore, as leader of the change project, I assessed my development as a transactional, transformational, and charismatic leader as a facilitator. My leadership provided a way for the teachers to dialogue and communicate, build trust and build team relationships, and started authentically planning lessons that would benefit all students not just inclusion students.

Indexing (document details)
Advisor: Coaxum, James, III
Commitee: Sherry, John, Williams-Pichon, Henrietta
School: Rowan University
Department: Educational Leadership
School Location: United States -- New Jersey
Source: DAI-A 68/07, Dissertation Abstracts International
Subjects: Special education
Keywords: Collaboration, Communication, Dialogue, Regular education, Special education, Team building, Trust
Publication Number: 3274977
ISBN: 978-0-549-15836-3
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