Measuring the Effectiveness that Ongoing and Consistent Collaboration Between a Special Education and General Education Teacher has on the Achievement of Two First Grade Students Receiving Special Education Services

Date of Award

Spring 5-2020

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Ximena Suarez-Sousa

Keywords

collaboration, effective, student outcomes, COVID-19, recommendations

Abstract

Abstract

The purpose of this study was to research the effectiveness that ongoing and consistent collaboration between the special education teacher and the general education teacher has on student achievement in four developmental areas (cognitive, social/emotional, functional/adaptive, and communication). There has been research conducted around the positive effects collaboration can have on student achievement. Burton concluded that teachers who work on teams report a greater skill variety and knowledge of student performance, which, in turn, improves student outcomes (Burton, p. 6, 2015). However, this study was changed to apply an autoethnographic research design to describe my experience as an educator during the COVID-19 school closure crisis. An autoethnographic research design is a form of qualitative research that uses self-reflection and writing from the researcher to investigate anecdotal notes and personal experiences by connecting their story to what may be happening socially, culturally or politically. Therefore, it was the researcher’s main purpose to study their experiences over a two week period of journal entries to uncover the underlying themes of their experiences in order to provide individuals in the future a look into what it was like being an educator through the COVID-19 crisis and recommendations to help education professionals cope with such level of demands if this were to happen again in the future.

Key Words: collaboration, effective, student outcomes, COVID-19, recommendations

Abstract only: No full text available.

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