Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities

When students with disabilities are included in general education classes, collaboration between special and general education teachers is necessary to ensure that the students have access to the general education curriculum and also have supports that enable them to benefit from their education. This paper reports the results of a phenomenological study that investigated the nature of a collaborative planning experience for pairs of special and general education teachers. From the teachers' descriptions of their experience, sharing common philosophies about educating students with disabilities was an important aspect of successful collaborative planning. Collaboration in this experience was voluntary and was defined by teachers contributing professional expertise, defining problems to address, and expressing commitment to solve or address the identified problems.

Name thesis:degree_name

MS

Grantor dc:publisher

Brigham Young University - Provo

Author dc:creator

• Carter, Nari

• collaboration
• disabilities
• accommodations
• adaptations
• general education
• special education
• Counseling Psychology
• Special Education and Teaching

Language dc:language

English

Repository record dc:identifier

https://scholarsarchive.byu.edu/etd/449

OAI identifier oai:identifier

oai:scholarsarchive.byu.edu:etd-1448