Forging Collaborative Relationships to Meet the Demands of Inclusion

Cahill, Susan M.; Mitra, Sue
June 2008
Kappa Delta Pi Record;Summer2008, Vol. 44 Issue 4, p149
Academic Journal
The article discusses the need of developing collaborative relationships in providing instructions to students with special needs. It states that though the teachers in the U.S. are embracing inclusive practices, they feel inadequately prepared to meet the demands of inclusive education. It suggests that in such situation collaborative relationships between the general education teachers and special education teachers may offer a solution. Author M. Friend et al. have identified four levels of shared control- lead and support, station teaching, parallel teaching and alternative teaching. It remarks that as the numbers of students with special needs are increasing collaboration among the educators will help them to gain new skills in teaming, instruction and intervention.


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