Teamwork toward Inclusion: A School System and University Partnership for Practicing Educators

The graduate program described in this paper was designed by university and school system personnel who envisioned side-by-side preparation of practicing educators from varied disciplines for inclusion. Special educators, general educators, and related service personnel were recruited for this newly designed program. Collaborative development of the program was based on a common need from both entities to increase teachers' understanding and systematic use of inclusive practices. Unique features included (a) core courses that all educators completed together to maximize collaborative learning in university classrooms, (b) applied projects in educators' classrooms as a significant portion of university course requirements, and (c) the designation of a school system and university person to support this project's efforts. Key components of the program are described including examples of teacher projects, benefits for the university and school system, and significant changes in teachers' practices as a result of this collaborative effort.