Breaking the Language Barrier: Promoting Collaboration between General and Special Educators

Autor/inn/en	Robinson, LeAnne; Buly, Marsha Riddle
Titel	Breaking the Language Barrier: Promoting Collaboration between General and Special Educators
Quelle	In: Teacher Education Quarterly, 34 (2007) 3, S.83-94 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Cooperation; Special Education Teachers; Teacher Educators; Teacher Collaboration; Regular and Special Education Relationship; General Education; Evaluation Methods; Teaching Methods + Suchen Sie Ihr Suchwort? Co-operation; Kooperation; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Allgemein bildendes Schulwesen; Allgemeinbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors of this article are two professors from a northwestern regional university. One of them works in the special education department and the other works in the elementary education department. As they began to work together on their research and teaching, they found that there were many communication barriers between their departments and they recognized that these same barriers are also found in the public schools where they had taught or consulted. When they shared their research base with each other they found that terms they thought they understood were actually defined differently in their respective disciplines. As their work continued they began to ask if this lack of commonality in their definitions might actually play a large part in the barriers to collaboration faced by general and special educators in both university and school settings. In this article, the authors provide several examples to serve as beginning areas of discussion for special education and general education faculties, teachers, administrators, and policy makers who are moving towards uniting general and special education teachers and teacher educators. Although it would be simplistic to assume that through these revelations alone the rift between general and special educators will dissipate, it does provide an avenue to begin discussions across the disciplines. They also discuss several terms that appear to have caused breakdowns in communication between the authors' two departments. These terms are used, and defined in various ways, in professional literature and are also commonly heard in interactions between general and special education. Based on their experience, the authors offer some suggestions to consider in a move toward the identification and remediation of language barriers between general and special education educators. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10