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@article{ART001483196},
author={권현수},
title={A research review of collaboration between special education teachers and general education teachers},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2010},
volume={11},
number={3},
pages={441-468}

TY - JOUR
AU - 권현수
TI - A research review of collaboration between special education teachers and general education teachers
JO - Journal of Special Education: Theory and Practice
PY - 2010
VL - 11
IS - 3
PB - Research Institute of the Korea Special Education
SP - 441
EP - 468
SN - 1598-060X
AB - As more and more students with disabilities have been included in general education classrooms, there are enormous needs for collaboration of educational professionals, especially teachers. Collaboration between highly qualified teachers who are well prepared for teaching in inclusive educational environments are necessary not only for students with disabilities but also for students without disabilities. In this paper, the author look into the research papers about collaboration between special education teachers and general education teachers to analyze current trends in research about teacher collaboration as well as to find out how teacher collaboration is described in research papers. As a result, the author reported that the study about teacher collaboration started after year 2000 and mostly studied about theoretic background. The main purpose of collaboration was to achieve the successful inclusion in schools. Students’ academic achievement as well as social development were improved and teachers’ perception about collaboration and inclusion changed positively as a result of collaboration. However, most of studies did not report about specific details in collaboration such as plans about time scheduling, support systems, and skills and strategies those were used in collaboration. Therefore, the author suggested that the research about teacher collaboration would be improved in several ways: (1) there should be more studies about various purpose and roles in teacher collaboration, (2) it is important to report research process and describe details about manage plans, skills, and strategies, (3) it is necessary to control the quality of participants and evaluate the results by rigorous standards, and (4) there should be more future studies to develop the effective teacher collaboration programs that reflect the real demands and educational situation in schools.
KW - collaboration;inclusion;general education teachers;research trends;special education;special education teachers
DO -
UR -
ER -

권현수. (2010). A research review of collaboration between special education teachers and general education teachers. Journal of Special Education: Theory and Practice, 11(3), 441-468.

권현수. 2010, "A research review of collaboration between special education teachers and general education teachers", Journal of Special Education: Theory and Practice, vol.11, no.3 pp.441-468.

권현수 "A research review of collaboration between special education teachers and general education teachers" Journal of Special Education: Theory and Practice 11.3 pp.441-468 (2010) : 441.

권현수. A research review of collaboration between special education teachers and general education teachers. 2010; 11(3), 441-468.

권현수. "A research review of collaboration between special education teachers and general education teachers" Journal of Special Education: Theory and Practice 11, no.3 (2010) : 441-468.

권현수. A research review of collaboration between special education teachers and general education teachers. Journal of Special Education: Theory and Practice, 11(3), 441-468.

권현수. A research review of collaboration between special education teachers and general education teachers. Journal of Special Education: Theory and Practice. 2010; 11(3) 441-468.

권현수. A research review of collaboration between special education teachers and general education teachers. 2010; 11(3), 441-468.

권현수. "A research review of collaboration between special education teachers and general education teachers" Journal of Special Education: Theory and Practice 11, no.3 (2010) : 441-468.