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@article{ART001917875},
author={Hae-Ju Lim and Jeon Byung Un},
title={A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School},
journal={Journal of Special Education: Theory and Practice},
issn={1598-060X},
year={2014},
volume={15},
number={3},
pages={445-469}

TY - JOUR
AU - Hae-Ju Lim
AU - Jeon Byung Un
TI - A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School
JO - Journal of Special Education: Theory and Practice
PY - 2014
VL - 15
IS - 3
PB - Research Institute of the Korea Special Education
SP - 445
EP - 469
SN - 1598-060X
AB - The purpose of this study is to comprehend the experience of the generaleducation teachers and special education teachers about collaboration in middleschool inclusive classroom, and explore the preferred collaboration in thefuture. Four general education teachers and four special education teachersworking at the general middle school were interviewed. From the qualitativeanalysis of the interview transcripts, 3 upper categories; ‘difficult collaboration inschool reality’, ‘experience of collaboration’, ‘ideal state of collaboration’,5 middle categories; ‘school reality about collaboration’, ‘reason of collaborationdifficulties’, ‘Areas of collaboration’, ‘supportive elements for collaboration’,‘promising perspective’, 24 subcategories have emerged. The discussionof the outcome based on the results of qualitative analysis is as follows:First, general education teachers and special education teachers need to beable to have an opportunity to share their thoughts and experiences for themutual understanding. Second, there needs to be the system to give incentivesfor teachers who teach the students with special needs. Third, The contentsof university courses and teacher training need to be organized with real andpractical inclusive education information as well as the inclusive educationtheory and knowledge. Fourth, There need to be legal and institutional safeguardfor a role and responsibility of general education teachers and special educationteachers in order to collaborate better.
KW - general education teachers;special education teachers;inclusive education;collaboration
DO -
UR -
ER -

Hae-Ju Lim and Jeon Byung Un. (2014). A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School. Journal of Special Education: Theory and Practice, 15(3), 445-469.

Hae-Ju Lim and Jeon Byung Un. 2014, "A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School", Journal of Special Education: Theory and Practice, vol.15, no.3 pp.445-469.

Hae-Ju Lim, Jeon Byung Un "A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School" Journal of Special Education: Theory and Practice 15.3 pp.445-469 (2014) : 445.

Hae-Ju Lim, Jeon Byung Un. A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School. 2014; 15(3), 445-469.

Hae-Ju Lim and Jeon Byung Un. "A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School" Journal of Special Education: Theory and Practice 15, no.3 (2014) : 445-469.

Hae-Ju Lim; Jeon Byung Un. A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School. Journal of Special Education: Theory and Practice, 15(3), 445-469.

Hae-Ju Lim; Jeon Byung Un. A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School. Journal of Special Education: Theory and Practice. 2014; 15(3) 445-469.

Hae-Ju Lim, Jeon Byung Un. A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School. 2014; 15(3), 445-469.

Hae-Ju Lim and Jeon Byung Un. "A Qualitative Study of Collaboration between General Education Teachers and Special Education Teachers in Middle School" Journal of Special Education: Theory and Practice 15, no.3 (2014) : 445-469.