"Collaborative Teaching: Special Education for Inclusive Classrooms" Authors: Price, Mayfield, McFadden, and Marsh Introduction This article attempts to reinforce the purpose of Inclusion Model by carefully distinguishing its purpose and practice from the Resource Room Model, Itinerant Model and Consultation Model. This article also highlights some of the other variables in a school building that has a direct impact on the implementation and effectiveness of the inclusion model. This impact refers to such areas as School Support, Collaboration and Instructional Methods. Currently, there are several models used in modern day practice that differ dramatically from the Inclusion Model. The Resource Room Model presents a situation where...The end:
.....he training and support necessary can implement full inclusion and be successful. Thus, this hypothesis was affirmed. In confirming this, the study also showed that collaborative teaching can provide a beneficial atmosphere, and also confirmed that collaboration does go beyond the classroom context to include parents and other outside individuals as well. Everyone is involved in the Individual Education Plans (IEP) of their students. It is a joint effort of the teachers, parents and administration to support their children to be academically and socially prepared to meet the challenges of the 21st century. References Price, Mayfield, McFadden, & Marsh (2001). Special education for inclusive classrooms. Collaborative Teaching, Chapter 3.