Date of Award


Document Type


Degree Name

Master of Science (MS)


Teacher Education


This study examines general and special education teachers' beliefs and practices regarding the literacy needs of students in special education, and their perceptions of the collaborative practices at their schools. It further examines the roles and perceptions of the building principals in the collaborative process. Nine general education teachers, four special education teachers, and the two principals from two elementary schools located in a Midwestern school district were interviewed to ascertain their practices and beliefs regarding literacy instruction for students with special needs and their collaborative practices at their school. The finding simply that teachers and principals need a clear knowledge of the collaborative process, communication between the cognizant staff, and good interpersonal relationships in order for successful collaboration to occur. It further implies that instructional practices which address the needs of students in special education have not really changed. The focus still continues to be skills-based instruction.


A Thesis Presented to the Department of Teacher Education and the Faculty of the Graduate College University of Nebraska In Partial Fulfillment of the Requirements for the Degree Master of Science. Copyright 1996 Gina Rudloff