Date of Award

8-2016

Degree Type

Thesis

Degree Name

Education (Ed.S.)

Department

College of Education

First Advisor

Amy Schelling

Second Advisor

Mary Bair

Third Advisor

Ellen Schiller

Abstract

The field of education has grown and changed to include students with a cognitive impairment being educated in the general education classroom. In order for these students to access the general education curriculum and achieve academic success, general education teachers and special education teachers must collaborate effectively to provide for the needs of these students. Effective collaboration depends on teachers having a perception of their roles and their co-workers’ roles that is compatible with their co-workers’ perceptions. This study looks at the perceptions of both general education teachers and special education teachers in regard to students with a cognitive impairment in the general education classroom. Misconceptions and misunderstandings were identified. Clearing up these misconceptions may lead to increased collaboration and greater academic achievement of students with a cognitive impairment.

Included in

Education Commons

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