Collaboration between Special Education Teachers and Regular Education Teachers: Implications for Professional Development

Abstract

It is essential that special education teachers help and support regular education teachers so tat they can work effectively with special needs students in their classes. Students with disabilities need modified lesson plans and methods of teaching in order to succeed and since the majority of teachers in regular education are not trained to work with special needs students, it becomes important that they collaborate with special education to teachers to provide the needed support for those students. Hence, the current study aimed at identifying the level of practicing collaboration between special education teachers and regular education teachers in Abu Dhabi school district. The study sample consisted of 135 teachers; 75 regular education teachers and 60 special education teachers. A researcher designed questionnaire based on extensive review of literature was used and the final version of the questionnaire consisted of ten items. Analysis of data revealed that the level of collaboration between special education teachers and regular education teachers was medium; also no significant differences were found between teachers based on gender, however a significant difference was found between teachers based on the level of education being better for those with higher education.