Collaboration: An Element Associated With the Success of Four Inclusive High Schools

Abstract Collaboration between general education teachers and special education teachers is often mentioned in the literature as a means of accomplishing the inclusion of students with disabilities in general education. The purpose of this study was to describe, using both qualitative and quantitative data, the communication and collaboration practices in four high schools with demonstrated success at including students with disabilities in general education and achieving exemplary outcomes for all students. Schoolwide approaches and classroom-level factors associated with collaboration characterize the themes that emerged as important to the success of these high schools. A discussion of these results and implications for practice are presented.