An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention

Autor/in	Gomez-Najarro, Joyce
Titel	An Empty Seat at the Table: Examining General and Special Education Teacher Collaboration in Response to Intervention
Quelle	In: Teacher Education and Special Education, 43 (2020) 2, S.109-126 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406419850894
Schlagwörter	Regular and Special Education Relationship; Special Education Teachers; Teacher Collaboration; Response to Intervention; Public Schools; Elementary School Students; Student Diversity; Disadvantaged Youth; Hispanic American Students; Spanish Speaking; Prereferral Intervention; Special Needs Students; Children + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Public school; Öffentliche Schule; Benachteiligter Jugendlicher; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Disziplinierung; Sonderpädagogischer Förderbedarf; Child; Kind; Kinder
Abstract	Response to Intervention (RTI) may create an opportunity for equitable approaches to special education evaluation, in part, through collaboration among general and special education teachers, who can combine their areas of expertise to better understand how to serve students' unique academic needs, particularly in underresourced schools serving diverse learners. Historically ineffective attempts to improve collaboration between general and special education, however, may pose challenges to effective RTI implementation. In this study, the author uses Cultural-Historical Activity Theory (CHAT) to examine how RTI implementation and the intersection of other context-specific conditions impact the way general and special educators work together at one public elementary school serving a large population of diverse learners. Findings indicate that, outside of referral meetings, RTI implementation was primarily a general education endeavor. The results hold implications for the way teacher education programs prepare general and special candidates to foster collaborative approaches to RTI in unique K-12 contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01