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Elementary School Teachers’ Perceptions and Practices of Collaboration with Families of Students with Disabilities and Other Professionals

  • Journal of Special Education: Theory and Practice
  • Abbr : JSPED
  • 2012, 13(4), pp.1-26
  • Publisher : Research Institute of the Korea Special Education
  • Research Area : Social Science > Education

Taeyoung Kim 1

1호남대학교

Accredited

ABSTRACT

This article reports on a qualitative investigation of perception and practice of eight elementary teachers who were in charge of an inclusive classroom regarding collaboration with families of children with disabilities and other professionals who work with the children. Through a semi- structure interview format, the participants expressed that they don’t have specific networks for collaborative works among professionals and families of children with disabilities. They also noted that several negative factors such as excessive paper works, passive or negative attitudes of members, different perspectives among members limit their practice of collaboration. On the other hand, they reported that emotional connections or intimate relationship, physical closeness, positive attitudes of the members help their collaboration. The findings suggest that teachers need a large range of supports in terms of personnel, physical, and pre-and in-service teacher preparation for inclusion in order to effectively build collaboration with families of children with disabilities and other professionals. Specifically, the supports include providing assistant teachers, easiness of access between special teachers and regular teachers, practical curriculum related to inclusive education for pre-service teachers, and in-service teachers’ well-preparation for implementing inclusive class.

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