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KMID : 1022520120160030117
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Journal of Play Therapy
2012 Volume.16 No. 3 p.117 ~ p.130
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Special education teacher’s perception on collaborative intervention approach for students with disabilities
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Bang Myong-Ye
Kim Hye-In
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Abstract
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The purose of the study was to investigate special education teachers` perceptions on collaborative intervention approach for students with disabilities, and to figure out the differences between the perceptions of special education teachers in special schools and those of special education teachers n special classes. Data were collected through questionnaires from 112 special education teachers in special schools and 89 special education teachers in special schools and 89 special education teachers in special classes. The results were as follows: First, special education teachers realized the importance of collaborative intervention approach. Second, special education teachers collaborated with school principals and general education teachers the most frequently. Third, the barriers against collaborative intervention approach were the lack of understanding other disciplines and lack of time. Fourth, administrative and financial supports were needed most for improving collaborative intervention approach. Fifth, regular and systematic parent education was required for encouraging the parents of students with disabilities to involve in collaborative intervention approach. Lastly, the special education teachers who were more involved in collaborative intervention approach had more positive perceptions on the effectiveness of collaborative intervention approach. Suggestions for future studies and implications for schools were discussed.
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KEYWORD
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collaborative intervention approach, special education, students with disabilities, teachers` perceptions
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