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Examining Collaborative Practices Be...

Trombetta, Wendy Stefani,

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Examining Collaborative Practices Between General Education and Special Education Teachers: A Mixed Methods Investigation of Federal Mandates and Responsibilities Under IDEIA 2004 /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Collaborative Practices Between General Education and Special Education Teachers: A Mixed Methods Investigation of Federal Mandates and Responsibilities Under IDEIA 2004 // Wendy Stefani Trombetta.
Author:	Trombetta, Wendy Stefani,
Description:	1 electronic resource (209 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31334399
ISBN:	9798383202920

Examining Collaborative Practices Between General Education and Special Education Teachers: A Mixed Methods Investigation of Federal Mandates and Responsibilities Under IDEIA 2004 /
Trombetta, Wendy Stefani,

Examining Collaborative Practices Between General Education and Special Education Teachers: A Mixed Methods Investigation of Federal Mandates and Responsibilities Under IDEIA 2004 /Wendy Stefani Trombetta. - 1 electronic resource (209 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

When exploring the education of students with disabilities, it is important to consider policy implementation as a contributing factor in the progress and outcomes of those students. Federal special education policies promote equity by providing individualized support, enhancing opportunities, and enabling maximum participation in general education. Understanding and applying these policies is essential to ensure all students have equal access to high-quality education. Achieving this requires educators to be well-versed in special education legal literacy, which encompasses the knowledge, understanding, and skills required for educators to apply legal rules to their everyday practice (Decker & Brady 2015). This mixed-methods research study investigated general education teachers' special education legal literacy by examining their perceptions of knowledge and responsibilities related to collaborative practices with special education teachers. This was done through the lens of the six core tenets of the Individuals with Disabilities Education Improvement Act (IDEIA 2004, 20 U.S.C. § 1400 et seq.) to determine whether current practices align with the collaborative intent of the law. The study utilized both quantitative and qualitative data collection and analysis methods to gain a comprehensive understanding of general education teachers' legal literacy within IDEIA 2004 (IDEA). The three research questions that guided this study were: 1) How do general education teachers perceive their responsibilities, as mandated by IDEA, to collaborate with special education teachers in educating students with disabilities within their inclusive classrooms? 2) How do general education teachers describe their current collaborative practices with special education teachers to serve students with disabilities in their inclusive classroom? and 3) How do general education teachers' reported collaboration with special education teachers align with IDEA's mandated requirements for professional collaboration when educating students with disabilities in an inclusive classroom? Data collected through online surveys and one-on-one interviews indicated that while teachers had a moderate level of understanding about their collaborative responsibilities, a gap exists between theoretical knowledge and practical application due to the absence of strong, trusting, and open relationships. The study emphasized the importance of fostering these relationships to enable genuine collaboration.

English

ISBN: 9798383202920Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Collaborative responsibilities

Examining Collaborative Practices Between General Education and Special Education Teachers: A Mixed Methods Investigation of Federal Mandates and Responsibilities Under IDEIA 2004 /
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520 $a When exploring the education of students with disabilities, it is important to consider policy implementation as a contributing factor in the progress and outcomes of those students. Federal special education policies promote equity by providing individualized support, enhancing opportunities, and enabling maximum participation in general education. Understanding and applying these policies is essential to ensure all students have equal access to high-quality education. Achieving this requires educators to be well-versed in special education legal literacy, which encompasses the knowledge, understanding, and skills required for educators to apply legal rules to their everyday practice (Decker & Brady 2015). This mixed-methods research study investigated general education teachers' special education legal literacy by examining their perceptions of knowledge and responsibilities related to collaborative practices with special education teachers. This was done through the lens of the six core tenets of the Individuals with Disabilities Education Improvement Act (IDEIA 2004, 20 U.S.C. § 1400 et seq.) to determine whether current practices align with the collaborative intent of the law. The study utilized both quantitative and qualitative data collection and analysis methods to gain a comprehensive understanding of general education teachers' legal literacy within IDEIA 2004 (IDEA). The three research questions that guided this study were: 1) How do general education teachers perceive their responsibilities, as mandated by IDEA, to collaborate with special education teachers in educating students with disabilities within their inclusive classrooms? 2) How do general education teachers describe their current collaborative practices with special education teachers to serve students with disabilities in their inclusive classroom? and 3) How do general education teachers' reported collaboration with special education teachers align with IDEA's mandated requirements for professional collaboration when educating students with disabilities in an inclusive classroom? Data collected through online surveys and one-on-one interviews indicated that while teachers had a moderate level of understanding about their collaborative responsibilities, a gap exists between theoretical knowledge and practical application due to the absence of strong, trusting, and open relationships. The study emphasized the importance of fostering these relationships to enable genuine collaboration.
546 $a English
590 $a School code: 0065
650 4 $a Special education. $3 516693
650 4 $a Education policy. $3 2191387
650 4 $a Law. $3 600858
650 4 $a Educational leadership. $3 529436
650 4 $a Disability studies. $3 543687
653 $a Collaborative responsibilities
653 $a Federal mandates
653 $a Inclusive classrooms
653 $a Knowledge
653 $a Legal literacy
653 $a Collaborative practices
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856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31334399