ENEMIES REAL AND IMAGINED - IMPLICATIONS OF TEACHERS THINKING ABOUT INSTRUCTION FOR COLLABORATION BETWEEN SPECIAL AND GENERAL-EDUCATION

This essay discusses some of the implications of “Teachers’ Thinking About Instruction” for collaborative efforts between special educators and classroom teachers. Three themes are pursued: the evolution of a shared language between special and general education, the nature of expertise and methods for sharing expertise, and the nature of the change process. Potential problems in collaborative approaches are discussed in light of the research presented in the essay, and some guidelines for sensible, sensitive collaboration are provided. © 1990, SAGE Publications. All rights reserved.