If It Takes Two to Tango, Then Why Not Teach Both Partners to Dance? Collaboration Instruction for All Educators

Document Type

Article

Journal/Book Title/Conference

Journal of Learning Disabilities

Volume

30

Issue

4

Publication Date

1997

First Page

442

Last Page

448

Abstract

Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.

Comments

Originally published by SAGE Publications.

Publisher’s PDF and HTML fulltext available to USU students and faculty through remote link.

Link to Full Text

Share

COinS