Collaboration between General and Special Education Teachers in Inclusive Classrooms: A Review of the Literature

Abstract

Teaching in inclusive classrooms is challenging for teachers, therefore, collaboration is considered one of the main elements for inclusive education to be effective for all students. This paper aims to conduct a literature review of how general and special education teachers implement collaborative practices to meet all students' needs in mainstream schools. Peer-reviewed academic papers and dissertations on collaborative practices were reviewed. The literature review offers an analysis of studies that address how teachers collaborate in the context of inclusive classrooms. The resultant discussion indicates that teachers recognize the value of collaboration but they highlight insufficient and limited collaborative behavior. The review also shows that there is a difference between studies regarding the implementation of collaborative practices and this can be interpreted by the different school cultures in each research. Nevertheless, this paper illustrates a variety of obstacles, which hinder the teachers' partnership and pinpoint the need for specific factors as training, positive attitudes, communication, and more time for the collaboration between teachers to be successful. Finally, this review demonstrates the need for additional research to fill the remaining gaps concerning the development of methods to overcome constraints impeding successful collaboration.

Keywords: inclusive education, collaboration, general – special education teachers, obstacles.

DOI: 10.7176/JEP/12-6-04

Publication date: February 28^th 2021