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.
|Advisor:||Coaxum, James, III|
|Commitee:||Sherry, John, Williams-Pichon, Henrietta|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 68/07, Dissertation Abstracts International|
|Keywords:||Collaboration, Communication, Dialogue, Regular education, Special education, Team building, Trust|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be