An Investigation into the Nature of Inclusion Problem-Solving Teams |
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| Authors: | Pamela Williamson James McLeskey |
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| Institution: | 1. School of Education, University of Cincinnati;2. School of Special Education, School Psychology, and Early Childhood Studies, University of Florida |
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| Abstract: | This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new instructional approaches, obtaining practical help with problems, and improving practice through reflection. However, there were several problems with the teams, primarily related to the logistics of team meetings. Finally, analysis of teacher dialogue revealed several features of meetings that contributed to meeting productivity. The implications of these findings for practice are discussed. |
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