Presentation Title

Technology: Supporting Classroom Teachers and Resource Specialists in Collaboration and Communication Practices

Location

Online - Session 2A

Start Date

4-21-2021 11:30 AM

Major Field of Study

Education

Student Type

Graduate

Faculty Mentor(s)

Jennifer Lucko, Phd and Rosemarie Michaels, EdD

Presentation Format

Oral Presentation

Abstract/Description

The Individuals with Disabilities Education Act was passed to provide students with disabilities, an individualized education program to have better access to their learning. Research stresses the importance of teacher collaboration between classroom teachers and resource specialists in order to support students with disabilities (Milteneine & Venclovaite, 2012; Diliberto & Brewer, 2014). In this study, elementary teachers’ perspectives on collaboration and communication are examined to discuss what teachers believe are the biggest supports, and barriers to collaborating. The results from this study suggest that although teachers do collaborate with one another, their work is not effective because of disorganized technological platforms, a sense of distrust in the school community, and support from administrators is lacking. This paper suggests teachers are most effective with collaboration and communication practices when administrators have good leadership skills, and are able to role model collaborative behavior; teachers have a trusting relationship with one another; and the entire school community is on the same technological platform.

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Apr 21st, 11:30 AM

Technology: Supporting Classroom Teachers and Resource Specialists in Collaboration and Communication Practices

Online - Session 2A

The Individuals with Disabilities Education Act was passed to provide students with disabilities, an individualized education program to have better access to their learning. Research stresses the importance of teacher collaboration between classroom teachers and resource specialists in order to support students with disabilities (Milteneine & Venclovaite, 2012; Diliberto & Brewer, 2014). In this study, elementary teachers’ perspectives on collaboration and communication are examined to discuss what teachers believe are the biggest supports, and barriers to collaborating. The results from this study suggest that although teachers do collaborate with one another, their work is not effective because of disorganized technological platforms, a sense of distrust in the school community, and support from administrators is lacking. This paper suggests teachers are most effective with collaboration and communication practices when administrators have good leadership skills, and are able to role model collaborative behavior; teachers have a trusting relationship with one another; and the entire school community is on the same technological platform.