Beginning Teachers' Views of Their Collaborative Roles

Abstract

The Individuals With Disabilities Education Improvement Act (2004) made significant changes in the roles of general and special educators, especially related to inclusion and collaboration. This pilot study examined the perceptions of beginning elementary and secondary school special and general education teachers in a midwestern state in the United States regarding their preparation for and the importance of their new roles, as well as their current training needs and plans to remain in teaching. The authors provide results from forced-choice and openended survey questions along with implications and suggestions for future research, especially in the areas of school culture, 1st-year mentoring, and preservice preparation.