Voices of special education teachers in an inclusive high school: Redefining responsibilities.

2010

Laura Eisenman
[email protected]
302-831-0532

Abstract: Because of recent changes in general and special education policies, special educators who previously worked with secondary students in self-contained academic classes, resource rooms, or cotaught classes find themselves assigned to new roles that demand different collaborative skills. Based on 2 years of interviews, field notes, and observations in an inclusive high school, this study focuses on the perspectives of two special educators who redefined their daily practices in partnership with a university professional development specialist as they implemented an unusual collaborative-consultation model. Their responsibilities and relationships with teachers, students, and administrators are examined in light of the literature on collaborative models for inclusive education of high school students.

Peer-reviewed publications in scholarly journals Published/In Press

Professionals, Students

N/A