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dc.contributor.author Perryman, Nicole
dc.contributor.author Gallagher, Margaret
dc.date.accessioned 2008-05-13T23:22:32Z
dc.date.available 2008-05-13T23:22:32Z
dc.date.issued 2007-05
dc.identifier.uri http://hdl.handle.net/10139/496
dc.description.abstract This paper presents findings of research that examines the key elements necessary in a collaborative relationship between special and general educators at the elementary school level. The two-year study discusses four key aspects that affect the collaborative process: the importance of state and district training, developing communication skills, the expertise needed for working with special needs students in the general education classroom, and scheduling common time to communicate and plan. The researchers explore the effects that common terminology and individual perspectives have on stakeholders in the collaborative process. Finally, we provide recommendations that will assist state policymakers in successfully implementing models of collaboration in elementary schools, with more specific guidelines for both general and special educators. en
dc.language.iso en_US en_US
dc.rights All rights reserved to author and California State University Channel Islands
dc.subject Teaching en_US
dc.subject Education en_US
dc.subject Special education en_US
dc.subject General education en_US
dc.subject Elementary en_US
dc.subject Education thesis en_US
dc.title Collaborative Methods for General and Special Education Environments en
dc.type Thesis en


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