First Steps in Collaboration between Teachers in Relation to the Provision of In-class Support
Keywords:
Collaboration, Communication, In-Class Support, SEN, Special Educational Needs, Collaborative PracticeAbstract
This article describes how collaboration took place between a class teacher and a support teacher who had begun to trial in-class support for the first time. It outlines how a pro-active system for structured communication and planning for in-class support for children with special educational needs (SEN) was developed. A progression towards joint thinking is detailed. Findings about the impact of their modified collaborative practice on their approach to in-class support provision are discussed as well as the impact of collaboration upon the teachers themselves.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 REACH: Journal of Inclusive Education in Ireland
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright Notice
Authors contributing to REACH: Journal of Inclusive Education in Ireland retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons Attribution- NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License allowing third parties to share, copy and redistribute the material in any medium or format under the following terms:
- Attribution (BY): You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- NonCommercial (NC): You may not use the material for commercial purposes.
- NoDerivatives (ND): If you remix, transform, or build upon the material, you may not distribute the modified material.
Learn more about Creative Commons licensing.
