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Remedial and Special Education
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Urban Elementary School Teachers' Perspectives Regarding Collaborative Teaching Practices

Sharon J. Damore

DePaul University, Chicago, sdamore{at}depaul.edu

Christopher Murray

University of Oregon, Eugene

Collaborative teaching has grown in popularity as students with disabilities have been increasingly moved to general education classrooms. Despite the growth of these models, little empirical evidence exists regarding the effectiveness of these practices. In this investigation, general and special education teachers (N = 118) from 20 urban elementary schools were surveyed regarding their perceptions of collaborative teaching. The survey instrument elicited teacher perceptions about collaboration, their views regarding inclusion, and what is needed to ensure effective collaborative teaching. Findings indicate that 92% of respondents thought that collaboration was occurring in their school but that only 57% reported use of the practices in their own classrooms. Respondents valued inclusive practices, although special educators had more positive perceptions than did general educators. The interpersonal and structural factors valued by these teachers included team processes, positive attitudes, resources, professional development, leadership, university training, accountability, shared responsibility, and communication.

Key Words: collaboration • consultation • special education • classroom • inclusive practices • general education

This version was published on July 1, 2009

Remedial and Special Education, Vol. 30, No. 4, 234-244 (2009)
DOI: 10.1177/0741932508321007
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