A shared sense of responsibility for the education of students with disabilities can have positive effects on both teachers and students. When special education (SE) and general education (GE) teachers work together, this collaborative relationship is a positive variable in teacher satisfaction and retention. Furthermore, teacher collaboration and an inclusive delivery of SE services in the GE classroom can foster increased student achievement, motivation, self-esteem, and social growth. In this study, the researcher conducted individually administered surveys with 35 teachers in two rural districts to further explore the variable of a shared sense of responsibility: what tasks, how, and where responsibilities were shared. Following the presentation of the survey results is a description of the professional development that was provided to teachers in collaboration and co-teaching. Barriers and benefits to increasing teacher collaboration and co-teaching are discussed, including outcomes for students in one co-taught classroom over a 2-year period.

对残疾学生教育的共同责任感可以对教师和学生产生积极影响。当特殊教育 (SE) 和通识教育 (GE) 教师一起工作时，这种协作关系是教师满意度和保留率的积极变量。此外，在 GE 课堂中，教师协作和包容性的 SE 服务可以促进学生的成就、积极性、自尊和社会成长。在这项研究中，研究人员对两个农村地区的 35 名教师进行了单独管理的调查，以进一步探索共同责任感的变量：分担哪些任务、如何以及在哪里分担责任。在介绍调查结果之后是对通过合作和共同教学向教师提供的专业发展的描述。讨论了增加教师合作和共同教学的障碍和好处，包括学生在 2 年期间在一个共同教学的课堂上的成果。