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Collaborative teacher roles: special and general educators

D L Voltz1, R N Elliott, H B Cobb

  • 1Department of Exceptional Education, University of Wisconsin, Milwaukee 53201.

Journal of Learning Disabilities
|October 1, 1994
PubMed
Summary
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This study found significant differences in how learning disabilities resource teachers and general education teachers perceive their collaborative roles. Teachers identified key constraints hindering effective collaboration in elementary schools.

Area of Science:

  • Special Education
  • Teacher Collaboration
  • Educational Psychology

Background:

  • Collaborative teaching models are increasingly important in inclusive elementary education settings.
  • Understanding teacher perceptions of collaborative roles is crucial for effective implementation.
  • Existing research often lacks a national perspective on these perceptions.

Purpose of the Study:

  • To compare elementary learning disabilities resource teachers' and general education teachers' perceptions of actual and ideal collaborative role performance.
  • To identify specific constraints that impact resource teachers' ability to perform collaborative roles effectively.

Main Methods:

  • A national survey was conducted with elementary-level learning disabilities resource teachers (n=83) and general education teachers (n=64).

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  • Data were collected on perceptions of actual versus ideal collaborative role performance.
  • Resource teacher perceptions of role-related constraints were also analyzed.

    • Main Results:

    • Significant discrepancies were found between teachers' perceptions of actual and ideal collaborative role performance.
    • Specific constraints limiting resource teachers' collaborative efforts were identified.
    • Differences in perceptions existed between resource and general education teachers.

    Conclusions:

    • Teacher perceptions of collaborative roles in elementary schools do not align with ideal practices.
    • Addressing identified constraints is essential to enhance resource teacher collaboration.
    • Further research should explore strategies to bridge the gap between actual and ideal collaborative roles.