The Use of Collaboration Among General Educators and Special Educators as a Means of Educating Students With Learning Disabilities

Author

Joan Dooley, Longwood University

Date of Award

4-29-1993

Degree Type

Thesis

Degree Name

Master of Science

Department

Liberal Studies

First Advisor

Terry L. Overton, Ed.D.

Second Advisor

Ruth L. Meese, Ph.D.

Third Advisor

Patty Whitfield, Ph.D.

Abstract

Progress is being made toward the collaboration between general education and special education. Collaboration is a slow process, however, for it to be effective it takes time, careful planning, and programs to better train teachers. Teachers who are involved in the collaborative process report that time and careful planning are of utmost importance when using collaborative teaching methods to educate students with learning disabilities. Eighty-one percent of general educators and 91% of special educators agree that there is not adequate planning time set aside for collaborative teaching strategies and/or lesson planning. General educators and special educators also agree that there should be emphasis put on training teachers in cooperative teaching strategies. These teachers report that collaborative teaching is a good theory but that there are isolated cases in which students with learning disabilities need academic instruction in the Learning Disabilities classroom. In conclusion, time , careful planning , and teacher training programs should be given careful consideration if collaboration is to be used in educating students with learning disabilities.

Recommended Citation

Dooley, Joan, "The Use of Collaboration Among General Educators and Special Educators as a Means of Educating Students With Learning Disabilities" (1993). Theses & Honors Papers. 313.
https://digitalcommons.longwood.edu/etd/313