Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online) DOI: 10.30845/jesp

Collaboration Practices between Special Education Teachers and Mainstream Teachers in Secondary Education
Aikaterini Venianaki (PhD), Stylianos Zervakis

Teachers’ collaboration has been reported as being one of the most important factors for promoting inclusive education. However, the way collaboration is implemented affects students’ inclusion. The purpose of this research was to investigate collaboration practices between the two teachers in secondary education. This research used a qualitative approach through questionnaires of twenty four special education teachers and twenty seven mainstream teachers. Furthermore, semi-structured interviews with five special education teachers and mainstream teachers were conducted and analyzed. Our findings indicate that only a few practices are classified as inclusive. Most of the other collaboration practices are more an informal conversation rather than scheduling organized activities. Given that the curriculum and examinations are demanding in secondary education, special education and mainstream teachers participate in a system that fosters individualistic efforts, instead of shared goals. We argue for an enhancement in inclusive education, the achievement of which requires both political and practical changes.

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