The Two Faces Of Education: Educators\u27 And Administrators\u27 Perspectives On Collaboration And Co-teaching

This phenomenological study investigated the experiences and perceptions of special education teachers, general education teachers, and administrators on inclusion, collaboration, and co- teaching in supporting the academic and behavioral growth of all students. The following themes were identified: (a) individual definition of collaboration, (b) school leader training, (c) support and feedback from administration, (d) teachers’ and principals’ perceptions, (e) student achievement, and (f) participants’ knowledge base of co-teaching models. The findings indicate that although co-teaching and inclusion has become common practice and educators generally believe in its virtues, there are some persistent difficulties based on limiting beliefs about students with disabilities, teacher roles and knowledge base, administrative support and understanding, and issues of respect and parity. Recommendations for systemic change are included