Session Information
04 SES 10 A, Collaborative Teaching
Paper Session
Contribution
In every country, pedagogical practices which promote inclusion are being encouraged. As a result, teachers have experienced a changed role, tending to enhance such practices as the teaching and learning of all students, in particular, students with disabilities. As many researchers (Lingard & Mills 2007; Florian 2008) argue, teachers’ classroom practices impact more than any other school-based factor on the development of inclusion, since what teachers do to enhance inclusion gives meaning to the concept of inclusive education.
One approach which has made changes in teachers’ roles is collaborative teaching. As Thousand, Nevin & Villa (2007) suggest, collaborative teaching requires new roles and responsibilities for teachers, planning and administrative support. So far, research has demonstrated the positive outcomes of collaborative teaching, such as fewer referrals for special education services, increased overall student achievement, fewer disruptive problems and less paper- work (Schwad Learning 2003). However, evidence shows that implementing collaborative teaching entails many difficulties. These difficulties could be attributed, among other things, to a lack of training (e.g., Magiera et al, 2005) and the limited time that the school can devote to collaboration (Strogilos, in press).
Collaborative teaching was introduced almost a decade ago in the Greek education system, after the country had become obliged to follow the principles of Salamanca Statement (Unesco, 1994). Since 2000, legislation has provided a supportive teacher model (Law 2817/2000; Law 3699/2000) intended to improve the quality of education for pupils with disabilities within mainstream classes and promote their inclusion. Several countries have provided access to inclusion for students with disabilities by employing adults (teachers or learning support assistants) to support either the child or the teacher. Research has identified different practices in collaborative teaching across countries, in line with the cultural interpretation of disability in each country (e.g., Ferri 2008).
The aim of this research study is to describe and evaluate a support teacher model and its effectiveness in fostering inclusive practices. This research evaluation focuses on understanding the practices by which co-teachers promote inclusion.
The working research questions are:
1. What are the problems and prospects of collaborative teaching as regards inclusion?
2. How do co-teachers understand their roles and responsibilities?
3. Which cultural characteristics affect co-teacher relationships and influence their belief in inclusion?
4. What do co-teachers propose for the development of inclusion under a collaborative teaching model?
Method
Expected Outcomes
References
Ferri, B.A. (2008). Inclusion in Italy: what happens when everyone belongs. In S.L. Gabel & S. Danforth (eds.). Disability & the politics of education. An international reader. New York: Peter Lang. Florian, L. (2008). Special or inclusive education: future trends, British Journal of Special Education, 35, 4, 202-208. Lingard, B. & Mills, M. (2007). Pedagogies making a difference: issues of social justice and inclusion, International Journal of Inclusive Education, 11, 3, 233-244. Magiera , K., Smith, C., Zigmond, N., & Gebauer, K. (2005). Benefits of co-teaching in secondary mathematics classes, Teaching Exceptional Children, 37(3), 20-24. Patton, M.Q. (1997). Qualitative evaluation and research methods (2nd edn). (Thousand Oaks, C A: Sage). Schwab Learning. (2003). Collaboratively speaking. A study on effective ways to teach children with learning differences in the general education classroom, The special Edge, 16(3). Strogilos, V. (in press). The cultural understanding of inclusion and its development within a centralized system, International Journal of Inclusive Education Thousand, S., Nevin, A.I. & Villa, R.A. (2007). Collaborative teaching: a critique of the scientific evidence. In L. Florian (ed.). The Sage Handbook of Special Education. (London, Sage). Unesco. (1994). The Salamanca statement and framework for action on special needs education. Unesco.
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