Collaboration Between Special Education Teachers. Term Paper

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(Billingsley, 2004, p. 39)

It is clear that the development of collaborative systems that address this feeling of isolation among special education teachers would make great strides toward addressing the problem not only of attrition but also overall satisfaction when a teacher remains in the profession, despite the obstacles.

Many educators even note that the problem goes so deep that the best way to solve it is to combine the educational opportunities of general education teachers with special education teachers, so from the beginning they might create collaborations and express similarities of goals rather than differences. (Epanchin & Colucci, 2002, p. 349) (Jenkins, Pateman & Black, 2002, p. 359) the obsticels are relatively extreme in that from teacher preparation to practice special education teachers and general education teachers are separate from one another, so much so that different standards and cultures for each have developed.

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The need for specialized service training as well as funding differences and many other practical issues feed the disconnect that special education teachers, often the only representative, especially in small schools of special education, feel in practice. Bridging this gap, could go far in reducing burnout and improving attrition rates for special education teachers. Starting at the core of the situation, with teacher education, collectives could go far in the goals of integrating special education teachers into the rest of the school system, as could administration awareness of the feelings of isolation that are likely to take place in the resource room at any given school......

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