Collaborative Online Problem Solving with Preserves General Education Teachers and Special Education Teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Katherine L. Hibbard, Lecturer (Creator)
Stephanie A. Kurtts, Professor (Creator)
Barbara B. Levin, Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This study examined the online collaboration and problem solving processes of preservice general education and special education teachers from two teacher education programs in different states as they designed instruction to provide access to the general curriculum for all students, including those with disabilities. The use of online collaborative problem solving across the miles was found to be a vehicle for preservice teachers to prepare to meet the needs of all learners in inclusive environments, for special education majors to have opportunities to practice their collaboration skills, and for general education majors to revise their lesson plans to include accommodations and modifications for students with special needs and to include a coteaching model of instruction.

Additional Information

Journal of Technology and Teacher Education, 13(3), 397-414.
Language: English
Date: 2005
Distance collaboration, Preservice teachers, Teacher education, Collaborative design

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