Teacher perspective on collaboration in the full inclusion classroom
by Vose, Katherine, M.A., SAINT MARY'S COLLEGE OF CALIFORNIA, 2010, 77 pages; 1491095

Abstract:

Since the passage of legislation, such as the Individuals with Disabilities Education Act (IDEA, 2004) and No Child Left Behind (NCLB, 2002), the full inclusion of special education students in the general education classroom has led to collaborative teaching between general and special educators. The strategies that support the success of the special education students in the collaborative classroom at the high school level continues to evolve as the practice becomes more prevalent. This study adds to the existing research additional data that can assist in creating a successful collaborative delivery model.
 
AdviserVictoria Courtney
SchoolSAINT MARY'S COLLEGE OF CALIFORNIA
SourceMAI/ 49-05, p. , May 2011
Source TypeThesis
SubjectsSpecial education; Secondary education
Publication Number1491095
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