Date of Award

2014

Document Type

Open Access Thesis

Degree Name

Master of Arts in Education (MAE)

Department

Education

First Advisor

Elizabeth Ankeny

Second Advisor

Dee Vodiclea

Abstract

Regardless of ability level, all students are entitled to an education in their least restrictive environment. This has come to mean greater inclusion in our general education classrooms. To meet the needs of students, schools have implemented collaborative models to deliver instruction. The roles of general and special education teachers in collaborative classrooms have required a cornbination of skill, expertise, and hard work. Through qualitative methods using narrative and descriptive approaches, this study investigated teacher's views of inclusion, student and educator needs that must be met, barriers to overcome for successful implementation, and understanding what elements have worked within the collaborative model, as well as outside of it. This research provided perspectives about what has currently worked in successful collaborations and how educators have increased student achievernent and professional development through planning, innovation. and training.

Identifier

SC 11.MAE.2014.Lampi.KL

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