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• W111161630 abstract "Abstract This paper describes a study around a parallel classroom experience in separate, discipline courses. It was designed to bridge the separate discipline/separate program gap in teaching for inclusive practices in education. Introduction In an increasingly complex world constantly informed by growing knowledge bases, professionals find themselves collaborating with experts outside of their specific disciplines to seek solutions. This is as true in education as it is in the business world (Welch, 1998). Recent federal legislation such as P.L. 108-446, the Individuals with Disabilities Education Improvement Act, which mandates inclusion of children with special needs in the regular classroom has forced space-sharing and much closer partnerships between regular and special education teachers. Teacher preparation institutions must respond to the federal mandate for inclusion by changing how they prepare teachers for these partnerships (Gable & McLaughlin, 1993; Welch, 1996), and have been doing so by revamping teacher certification programs across the nation. A survey of practicing general education teachers in Indiana revealed that only 20% felt prepared to teach students with disabilities (Collings, 1999). These figures appear to be a realistic assessment of the sense of preparedness of many general education teachers. A survey of 35 Illinois general education teacher preparation programs revealed that the instruction about teaching students with disabilities was both limited and inadequate (Reed & Monda-Amaya, 1995). Expanding dual certification programs has been seen as one solution (Kerns, 1996; Campbell & Fyfe, 1995; Heston, Raschke, Kliewer, Fitzgerald & Edmiaston, 1998; Keefe, Rossi, de Valenzuela & Howarth, 2000). Another solution has been an interdisciplinary teaming approach within single major programs (Miller & Stayton, 1998). A third solution has been to more fully utilize partnerships with local schools to give students a better understanding of inclusive practices (Carey, 1997; Evans, 1996; Long & Morrow, 1996). A potential consequence of genuine efforts to prepare preservice teachers for inclusive classrooms is a reconceptualization of the practice of teacher education. Such efforts, though, can be met with resistance to change on behalf of faculty members and the problems of limited resources and time, crowded state certification standards, competing interests and lack of familiarity with inclusion among faculty in traditional general education teacher preparation (Campbell & Fyfe, 1995). In Schools of Education where regular and special education departments have existed historically as separate entities and have had separate and distinct course sequences that kept the two bodies of students separate, making room for inclusion material can be daunting. A first response might be to add one course on inclusion taught by the experts on disabilities in special education. A better response would be team-teaching a specific course on inclusion with both special and general education represented on both sides of the desk. An example of this type of co-taught course was reported by Jensen and Kiley Shepston in 1997, where authors found that cross-disciplinary students enrolled in methods and strategy courses reported their course experiences to be beneficial and to portray real-life experiences. However, there are several factors that might prohibit this from happening at an institution. Such a solution might require massive approvals from department, school, and university levels. Also, the students' individual fields of study may be crowded with specific programmatic requirements leaving no time in their schedules for an additional course. When university collective bargaining agreements exist that discourage team teaching by salary barriers, the problem becomes even more difficult. Statement of the Problem With the ultimate goal of preparing special education and general education teachers to collaborate in the classroom to meet the needs of all the children present, the two populations should be given the opportunity to collaborate in a preservice setting. …" @default.
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• W111161630 date "2007-03-22" @default.
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• W111161630 title "Preparing all Teachers for Collaboration" @default.
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