ABSTRACT

There are surprisingly few studies analysing collaboration between special and general educators that has been proven to work well. The aim of the present study is to explore the perspectives of special and general educators on their collaborative efforts on teaching pupils who receive special education assistance. The study adopts a qualitative approach where interviews with eight educators have been analysed to identify underlying processes and mechanisms that are characteristic of successful collaboration between these two educational professions. The sampling was purposive and only educators who have been found to have achieved successful collaboration in the past were invited to participate. Three main themes emerged during the analysis: a meta-analytic approach to teaching, mutual recognition and enthusiasm, and inclusive education teaching. The overall conclusion of the findings indicates that successful collaboration is embedded in the type of instruction that supports the basic premises of inclusive education and appreciation of diversity. Educational professionals who are willing to come closer to one another in terms of their practice and professional identities are better equipped to succeed in co-teaching situations.

摘要

令人惊讶的是，很少有研究分析特殊教育工作者和普通教育工作者之间的合作，这些研究已被证明行之有效。本研究的目的是探讨特殊教育者和普通教育者对他们合作教育接受特殊教育援助的学生的看法。该研究采用定性方法，对八位教育工作者的访谈进行了分析，以确定这两个教育专业之间成功合作的基本过程和机制。抽样是有目的的，只有过去被发现成功合作的教育工作者才被邀请参加。分析过程中出现了三个主要主题：教学的元分析方法、相互认可和热情以及全纳教育教学。调查结果的总体结论表明，成功的合作嵌入在支持全纳教育和欣赏多样性的基本前提的教学类型中。愿意在实践和专业身份方面相互接近的教育专业人士更有能力在共同教学的情况下取得成功。