COLLABORATIVE TEACHING FAVORING PROFESSIONAL DEVELOPMENT FOR INCLUSION IN SCHOOLS

Abstract

The scientific literature has indicated the collaborative work as a growing strategy regarding professional development. The aim of this study is to verify the implications of collaborative teaching in two schools (four groups) of elementary school, which had each six students with mental disability. The intervention involved systematic support of the teacher of special needs inside a usual class, on some days of the week, also extra-class activities planning and reflection about the practice. The results indicate that for all the teachers in this study the collaborative
instruction enabled a personal and professional development. As implications of this study, the need for changes in the culture of the initial and continuing teaching development from the common and special instruction in a way to prepare them to act effectively in collaboration is discussed. The need for a redefinition of the role of special teacher to act mainly to support in the common class and not only on services that involve to take the students with disability out of class or, exclusively,
on segregated services is reinforced.