Educational collaboration: Different perspectives about regular and special teachers in inclusive school

Abstract

This study aims to assess the importance of collaboration between regular and special education teachers in inclusive classroom settings and to identify the factors that support and hinder effective collaboration between them. A phenomenological method was used to explore how teachers perceive and actively engage in the collaboration process within an inclusive educational setting using purposive sampling to select participants from five primary schools in Makassar City. A total of 36 teachers, including 22 regular and 14 special education teachers participated in this study. Data were collected through detailed online questionnaires and document analysis and then analyzed qualitatively. The results indicate that both regular and special education teachers greatly value the aspect of collaboration and show a high willingness to adjust their teaching strategies to meet the special needs of students. Moreover, the findings show that effective collaboration strengthens interpersonal relationships among teachers contributing to a more inclusive learning environment. The study also identifies several challenges faced by teachers in implementing collaborative strategies such as the lack of time for joint planning, differences in teaching methods and the need for additional resources. In a nutshell, applied collaboration training is essential to enhance mutual understanding and effective collaborative practices among teachers in inclusive schools, thereby supporting the overall success of inclusive education.