Date of Award

Fall 5-31-2024

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Dr. Marci Glessner


collaboration, special education, general education, inclusive practices, professional development.



In education, the collaboration between general and special education is pivotal for fostering inclusive practices and addressing complex challenges. However, existing literature highlights a gap in comprehensive preparation for educators, particularly general-education teacher candidates, and the need for ongoing professional development in inclusive practices. I worked to address this gap by developing a training program aimed at equipping general education teachers with the knowledge and skills necessary for effective collaboration with special education colleagues. Drawing upon peer-reviewed research, Cochran-Smith and Dudley-Marling (2012) underscore the necessity of addressing issues that divide general and special education and promoting inclusive practices through teacher education. Hamman et al. (2013) emphasize the need for comprehensive training programs to prepare general-education teacher candidates for inclusive practice beyond mere exposure to collaboration. Additionally, Ricks (2022) highlights the importance of legal literacy in general education teachers' navigation of special education systems, indicating the significance of training programs in addressing legal compliance and facilitating effective collaboration. The training program I developed focuses on promoting inclusion, enhancing teacher competence, and improving student outcomes through collaborative practices and ongoing professional development. It covers fundamental principles of special education, collaboration models, communication strategies, and legal considerations. By providing practical tools and resources, the training program aims to empower general education teachers to create inclusive learning environments where all students can thrive. This abstract highlights the significance of filling the gap in inclusive education practices and promoting effective collaboration between general and special education.

Keywords: collaboration, special education, general education, inclusive practices, professional development.



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