| dc.description.abstract | This thesis, which consists of three studies, aims to address a gap in the literature to explore and achieve comprehensive knowledge and understanding of effective collaboration between special education teachers (SETs) and general education teachers (GETs) in inclusive schools. In the first study, a systematic review was conducted exploring the strategies, characteristics, and skills related to effectiveness of collaboration between SETs and GETs in inclusive schools. 52 studies were included in a narrative synthesis. Then, sequential explanatory mixed methods research design was conducted (questionnaire and interview) to collect data regarding the views of SETs and GETs on effective collaboration in inclusive schools in Saudi Arabia. A questionnaire (the second study) was designed based on the factors that appeared to be important in effective collaborative work in the systematic review, 239 participants completed the questionnaire. Following, semi-structured interviews (the third study) were conducted with 12 teachers (6 SETs and 6 GETs), to find out in more depth about the experience and views of participants regarding effective collaboration, the difficulties and barriers they face, and how to overcome these difficulties.
The findings of the three studies showed that there is a need to develop an effective collaboration environment in inclusive schools which includes role clarity, school leader support, professional development, and preparation time. Also, the findings from the three studies showed the importance of teacher characteristics for effective collaboration that include willingness, flexibility, problem solving skills, patience, attitude to collaboration and inclusion, ongoing feedback, beliefs about inclusion and collaboration, respect and trust, and communication. | en_GB |
