@article{bf088f1c-f40c-49c9-a817-23b9427b0b2f,
author = {Monika Skura},
title = {The relationship between general and supporting teachers – a (still) open debate},
journal = {Disability},
volume = {2018},
number = {Issue 29 (2018)},
year = {2018},
issn = {2080-9476},
pages = {66-86},keywords = {relationship; supporting teacher; general teacher; inclusive education; integrative school},
abstract = {The model of inclusive education has become increasingly popular for children with SEN and their parents. For teachers working in inclusive or integrative classrooms is linked with a demand of coordination and collaborative relationship between regular and special-education/supporting teachers, yet it might cause some difficulties and often encounters problems. The article is a presentation of a study focused on attributes of successful teamwork. It involved 19 participants – general and supporting teachers, post – graduate students and master’s degree students. Data collected in focus group interviews have raised the following findings: respondents suppose obligatory co-creating general rules of collaboration as well as necessity of equal partners relationship to operate successful and effective.},
doi = {10.4467/25439561.NP.18.004.9842},
url = {https://ejournals.eu/en/journal/niepelnosprawnosc/article/relacje-nauczyciela-wspomagajacego-i-nauczyciela-wiodacego-temat-wciaz-otwarty}
}