Twenty-six empirical studies of collaboration among teaching teams comprised of general and special educators were reviewed to determine the impact of ethnocultural diversity, gender diversity, sexual orientation diversity, and disability status diversity on collaborative teaming. Only 1 (4%) of the 26 studies acknowledged that ethnocultural and gender differences among teachers might impact collaboration. None (0%) of the 26 studies addressed issues of sexual orientation or disability status. None (0%) of the 26 studies addressed issues of racism, sexism, homophobia/ heterosexism, or ablism. The author recommended researchers investigate collaboration, empirically and critically, to develop an empirical discourse that recognizes and empowers teachers of color, gay, lesbian, bisexual, and transgender teachers, teachers with disabilities, and other teachers with distinct group identity.
Get full access to this article
View all access options for this article.
References
1.
Abberley, P. (1987). The concept of oppression and the development of a social theory of disability.Disability, Handicap, and Society, 2, 5–20.
2.
*Adams, L., & Cessna, K. (1993). Metaphors of the co-taught classroom.Preventing School Failure, 37 (4), 28–31.
3.
*Adamson, D. R., Cox, J., & Schuller, J. (1989). Collaboration/consultation: Bridging the gap from the resource room to regular classroom.Teacher Education and Special Education, 12, 52–55.
4.
Ah Nee-Benham, M. K. P., and Heck, R. H. (1998). Culture and educational policy in Hawai'i: The silencing of native voices. Mahwah, NJ: Lawrence Erlbaum Associates.
5.
Americans with Disabilities Act of 1990, PL 101–336, 42 U.S.C. at 12101 et seq. Apple, M. W. (1996). Cultural politics and education. New York: Teachers College Press.
6.
Artiles, A. J., & Trent, S. C. (1994). Overrepresentation of minority students in special education: A continuing debate.The Journal of Special Education, 27 (4), 410–437.
7.
* Boudah, D. J., Schumacher, J. B., & Deschler, D. D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms?Learning Disability Quarterly, 20, 293–316.
8.
Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. London: Routledge.
9.
Cannella, G. S. (1997). Deconstructing early childhood education: Social justice and revolution. New York: Peter Lang.
10.
Cook, L., & Friend, M. (1996). Co-teaching: Guidelines for creating effective practices. In E.L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings. (pp. 155–182). Denver: Love.
11.
Cosden, M. A., & Semmel, M. I. (1992). Teacher assistance teams: A conceptual and empirical view.Special Services in the Schools, 6, 5–25.
12.
Cushner, K. (1999). Human diversity in action: Developing multicultural competencies for the classroom. Boston: McGraw Hill-College.
13.
de Laurentis. (1991). Queer theory: Lesbian and gay sexualities. Special issue of differences, 2(2).
14.
Denzin, N. K., & Lincoln, Y. S. (Eds.) (1998). The landscape of qualitative research: Theories and issues. Thousand Oaks, CA: Sage.
15.
Derrida, J. (1981). Dissemination. (B. Johnson, Trans.). Chicago: University of Chicago Press.
16.
Dettmer, P., Thurston, L. P., & Dyck, N. (1996). Consultation, collaboration, and teamwork: For students with special needs. (2nd ed.) Boston, MA: Allyn & Bacon.
17.
Dworkin, A. (1993). Letters from a war zone. New York: Lawrence Hill Books.
18.
*Dyches, T. T., Egan, M. W., Young, J. R., Ingram, C., Gibb, G., & Allred, K. W. (1998). Inclusion through teaming: Perceptions of students with disabilities.B.C. Journal of Special Education, 20, 5–24.
19.
Education for all Handicapped Children's Act of 1976, PL. 94–141 at 1401, U.S.C. Title 20, et seq.
20.
Education for all Handicapped Children's Act Amendments of 1986, PL 99–457 at 1145 et seq.
21.
Foucault, M. (1980). Power/knowledge: Selected interviews and other writings 1972–1977. New York: Pantheon.
22.
Freire, P. (1970). Pedagogy of the oppressed. Translated by Myra Bergman Ramos. New York: Seabury Press.
23.
Garcia, S. (1997). Social justice. In C.A. Grant & G. Ladson-Billings (Eds.), Dictionary of multicultural education (pp. 247–248). Phoenix, AZ: Oryx.
24.
* Gibb, G. S., Ingram, C. F., Dyches, T. T., Allred, K. W., Egan, M. W., & Young, J.R. (1998). Developing and evaluating an inclusion program for junior high students with disabilities: A collaborative team approach.B.C. Journal of Special Education, 21, 33–43.
25.
* Harris, K. S., Harvey, P., Garcia, L., Innes, D., Lynn, P., Muñoz, D., Sexton, K., Stoica, R. (1987). Meeting the needs of special high school students in regular education classrooms.Teacher Education and Special Education, 10, 143–152.
26.
* Hundert, J., Mahoney, W. J., & Hopkins, B. (1993). The relationship between peer interaction of children with disabilities in integrated preschools and resource and classroom teacher behaviors.Topics in Early Childhood Special Education, 13, 328–343.
27.
Hunter, M. (1985). Promising theories die young. ASCD Update, May 1985, 1–3.
28.
Individuals with Disabilities Education Act of 1993, Part B, PL 101–476, 20 U.S.C. at 1411–1420.
29.
* Karge, B. D., McClure, M. & Patton, P. L. (1995). The success of collaboration resource programs for students with disabilities in grades 6 through 8. Remedial and Special Education, 16.
30.
Kincheloe, J. (1991). Teachers as researchers: Qualitative paths to empowerment. New York: Falmer.
31.
* Kluwin, T.N., & Goshner, W. (1994). A single school study of social integration of children with and without hearing losses in a team taught kindergarten.ACEHI/ACEDA, 20, 74–87.
32.
Lather, P. (1986). Research as praxis.Harvard Educational Review, 56 (3), 257–277.
33.
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the postmodern. New York: Routledge.
34.
Lloyd, J. W., Crowley, E. P., Kohler, F. W., & Strain, P. S. (1988). Redefining the applied research agenda: Cooperative learning, prereferral, teacher consultation, and peer-mediated interventions.Journal of Learning Disabilities, 21, 43–51.
35.
* MacArthur, C. A., Schwartz, S. S., Graham, S., Molloy, D., & Harris (1996). Integration of strategy instruction into a whole language classroom: A case study.Learning Disabilities Research & Practice, 11, 168–176.
36.
* Marks, S. U., & Gersten, R. (1998). Engagement and disengagement between special and general educators: An application of Miles and Huberman's cross-case analysis.Learning Disability Quarterly, 21, 34–56.
37.
* Marshall, K. J., & Hermann, B. A. (1990). A collaborative metacognitive training model for special education and regular education teachers.Teacher Education and Special Education, 13, 96–104.
38.
* McCormick, L., Noonan, M.J., & Heck, R. (1998). Variables affecting interaction and task engagement in inclusive preschool classrooms.Journal of Early Intervention, 21, 160–176.
39.
McIntosh, P. (1992). White privilege and male privilege: A personal account of coming to see correspondence through work in woman's studies. In M. Anderson & P.H. Collins (Eds.), Race, class and gender. Belmont, CA: Wadsworth. Originally published as working paper #189 (Wellesley, MA: Wellesley College Center for Research on Woman, 1988).
40.
McIntosh, P. (1997). Privilege. In C. A. Grant & G. Ladson-Billings (Eds.), Dictionary of multicultural education (pp. 219–222). Phoenix, AZ: Oryx.
41.
* Meyers, J, Gelzheiser, L. M., & Yelich, G. (1991). Do pull-in programs foster teacher collaboration?Remedial and Special Education, 12, 7–15.
42.
* Minke, K. M., Bear, G. G., Deemer, S. A., & Griffin, S. M. (1996). Teachers' experiences with inclusive classrooms: Implications for special education reform.The Journal of Special Education, 30, 153–186.
43.
* Monda-Amaya, L. E., Dicker, L., & Reed, F. (1998). Preparing students with learning disabilities to participate in inclusive classrooms.Learning Disabilities Research & Practice, 13, 171–182.
44.
Morrow, R. A., & Brown, D. D. (1994). Critical theory and methodology. Thousand Oaks, CA: SAGE Publications.
45.
Namenwirth, M. (1986). Science through a feminist prism. In R. Bleir (Ed.), Feminist approaches to science (pp. 18–41). New York: Pergamon Press.
46.
* Noonan, M. J., & McCormick, L. (2000). Practices of cotaching in inclusive preschool classrooms.NHSA Dialog, 3, 258–273.
47.
Obiakor, F. E., Schwenn, J. O., & Rotatori, A. F. (Vol. Eds.), Advances in special Education: Vol: 12. Multicultural education for learners with disabilities. Stamford, CT: Jai Press.
48.
Parham, T. A. (1993). Psychological storms: The African American struggle for identity. Chicago, IL: African American Images.
49.
* Patriarca, L. A., & Lamb, M. A. (1994). Collaboration, curriculum development and reflection as frameworks for exploring the integration of general and special education.B.C. Journal of Special Education, 18, 95–100.
50.
* Prom, M. (1999). Measuring perceptions about inclusion.Teaching Exceptional Children, 31 (5), 38–42.
51.
* Pugach, M. C., & Weston, C. (1995). Teachers' and students' views of team teaching of general education and learning-disabled students in two fifth-grade classes. Elementary School Journal, 95, 279–295. Rehabilitation Act of 1973, PL 93–112, Sec. 504, 87 U.S. Statutes at Large, at 394 et seq.
52.
Reinhiller, N. (1996). Coteaching: New variations on a not-so-new practice.Teacher Educationa and Special Education, 19, 34–38.
53.
Sawicki, J. (1991). Disciplining Foucault: Feminism, power, and the body. New York: Routledge.
54.
* Schulte, A. C., Osborne, S. S., & McKinney, J. D. (1990). Academic outcomes for students with learning disabilities in consultation and resource programs.Exceptional Children, 57, 162–172.
55.
Sears, J. T. (1996). Thinking critically/intervening effectively about homophobia and heterosexism: A twenty-five year retrospective. In J. Sears & W. Williams (Eds.), Combating heterosexism and homophobia. NY: Columbia University Press.
56.
Silin, J. G. (1995). Sex, death, and the education of children: Our passion for ignorance in the age of AIDS. New York: Teacher's College Press.
57.
Skrtic, T. M. (Ed.). (1995). Disability and democracy: Reconstructing (special) education for postmodernity. New York: Teachers College Press.
Thayer-Bacon, B. J., & Brown, S. (1995). What “collaboration” means: Ethnocultural diversity's impact. Washington, DC: Office of Educational Research and Improvement. (ERIC Document Reproduction Service No. ED 291 735).
60.
Thomas, C. C., Correa, V. I., & Morsink, C. V. (1995). Interactive teaming: Consultation and collaboration in special education (2nd ed.). New York: Macmillan.
61.
Trask, H. K. (1999). From a native daughter: Colonialism and sovereignty in Hawaii (Revised ed.). Honolulu: University of Hawaii Press.
62.
* Trent, S. C. (1998). False starts and other dilemas of a secondary general education collaborative teacher: A case study.Journal of Learning Disabilities, 31, 503–513.
63.
* Vaughn, S., Elbaum, B. E., Schumm, J. S., & Hughes, M. T. (1988). Social outcomes for students with and without learning disabilities in inclusive classrooms (1998).Journal of Learning Disabilities, 31, 428–436.
64.
* Walther-Thomas, C. S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time.Journal of Learning Disabilities, 30, 395–407.
65.
Welch, M., Brownell, K., & Sheridan, S. M. (1999). What's the score and game plan on teaming in schools? A review of the literature on team teaching and school-based problem-solving teams.Remedial and Special Education, 20, 36–49.
66.
* Welch, M, & Chisholm, K. (1994). Action research as a tool for preparing specialists to use strategic interventions in educational partnerships.Teacher Education and Special Education, 17, 269–279.
67.
* Whinnery, K., King, M., Evans, W. H., & Gable, R. A. (1995). Perceptions of students with learning disabilities: Inclusion versus pull-out services.Preventing School Failure, 40 (1), 5–9.
