Abstract
Introduction: The roles of teachers, among the most important stakeholders in schools, have begun to change with changes in the world and the field of education. Legal regulations and inclusive education practices require that teachers collaborate with various stakeholders beyond merely teaching. In this respect, the objective of the present research is to examine the status of collaboration between special education teachers and other stakeholders in detail. Method: To this end, the research was designed as a mixed-method study. First, quantitative data were collected and analyzed, followed by qualitative data collection and analysis to understand the findings better. The study used an explanatory sequential design to determine teachers' collaboration levels, particularly in special education. A specially developed Collaboration Scale in Special Education, which underwent validity and reliability analyses, was used for the descriptive analysis of quantitative data. Qualitative data were collected through semi-structured interviews, observations, and researcher diaries and analyzed using content analysis. Findings: The quantitative results of the study showed no significant differences in collaboration levels among teachers based on gender, age, or professional experience. Qualitative data revealed that teachers engaged in limited and generally basic collaboration with administrators, paraprofessionals, and external stakeholders. Quantitative and qualitative findings indicated that collaboration processes were generally superficial and more structured; therefore, focused processes were needed. Discussion: The results of this study emphasize the necessity of structural arrangements and changes to establish effective collaboration between internal and external school stakeholders. Implementing the necessary regulations to ensure effective collaboration is considered highly important for the education of individuals with special needs.
Published Version
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